Teacher induction: personal intelligence and the mentoring relationship

Martin, M. and Rippon, J. (2003) Teacher induction: personal intelligence and the mentoring relationship. Journal of In-Service Education, 29(1), pp. 141-162. (doi: 10.1080/13674580300200244)

Abstract

This article is aimed at probationer teachers in Scotland, their induction supporters, and all those with a responsibility for their support and professional development. It argues that the induction process is not merely a mechanistic one, supported only by systems in schools, local authorities and the General Teaching Council for Scotland (GTCS), but a more complex process where the relationship between the new teacher and the supporter is central to its success. In particular, the characteristics and skills of the induction supporter in relation to giving feedback are influential. This applies to feedback in all its forms – formative and summative, formal and informal. The ability of the probationer to handle that feedback and to be proactive in the process is also important.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Martin, Ms Margaret
• Authors: Martin, M., and Rippon, J.
• Subjects: L Education > LB Theory and practice of education
• College/School: College of Social Sciences > School of Education
• Journal Name: Journal of In-Service Education
• Publisher: Triangle Journals Ltd
• ISSN: 1367-4587
• Copyright Holders: Copyright © 2003 Routledge
• First Published: First published in Journal of In-service Education 29(1):141-162
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher.