Adaptive Mentoring for Novice Teachers at Disadvantaged Schools in Seven Education Systems

• In Event: Global Lens on Teacher Career Development

Abstract

One common problem disadvantaged schools face is high attrition among novice teachers. The paper analyses an international policy experimentation on mentoring novice teachers at disadvantaged schools in order to increase retention. The research aims to provide (and later to test) an innovative approach on adaptive mentoring in the participating education systems, and thereby contributing to convergence of educational policies between systems. As a starting point, different administrative descriptions of disadvantaged schools hinder shared policy development between education systems. Further, a traditional lack of allocated resources, assigned importance, and professional development impede the design of scalable new practices. International cooperation and a focus on common specific educational needs at disadvantaged schools are chosen to overcome the potential deadlock.

Authors

• Hermann J. Abs, University of Duisburg-Essen

• Eva Anderson-Park, University of Duisburg-Essen

• Myrte van Veldhuizen, University of Duisburg-Essen