A Systematic Review of Novice Perceptions on Mentor Practices (Stage 2, 8:26 AM)

• In Event: e-Lightning Ed-Talk Session 15 - Stage 2

Abstract

Mentoring is widely seen as vital to teacher induction in the U.S. However, research often focuses more on mentor activity than on how novices interpret and learn from those practices. This systematic review examines how mentoring is represented in studies of K–12 novice teacher induction. Using Kennedy's (2016) framework, it examines the instructional problems addressed and strategies mentors use to support learning. The review process identified 64 studies published between 2005 and 2025. The analysis suggests mentoring is typically framed as addressing behavioral or procedural challenges, with fewer studies examining how mentors support responsive teaching or instructional reasoning. By centering novice teachers as meaning-makers, this review contributes to reimagining mentoring as a pedagogical space rather than a structural support.

Author

• Riku Sayuj, University of Pennsylvania