Text-a-Teacher: Exploring Virtual Mentoring With First-Year Teachers

• In Event: Technology-Mediated Mentoring Relationships for Development and Success

Abstract

This qualitative study used grounded theory analysis (Strauss, 1987) to explore the potential of using a group texting platform (WhatsApp) as a vehicle for virtual mentoring with new teachers. Results indicate that this is a viable option for consideration and can inform teacher preparation programs about first-year experiences of their graduates. An open-coding process led to the identification of themes prevalent in first-year teachers’ discourse: “I need advice/What should I do?” “Frustrated,” and “Afraid to/Don’t know whom to ask.” If we truly want to do our part in retaining new teachers and combat the teacher shortage crisis public schools face today, programs such as this are a next step for educator preparation endeavors to positively impact the entire profession.

Authors

• Janine J. Darragh, University of Idaho

• Taylor Raney, University of Idaho

• Ingrid Spence, University of Idaho