Supporting Novice Teachers Through One-on-One Interactions

• In Event: Sheraton Roundtable Session 6
  In Roundtable Session: Challenges and Development in Mentoring Teachers

Abstract

In this mixed-methods study, we combined survey and interview data to investigate how first-year teachers were supported by different individuals over the course of their first year of teaching. In particular, this study investigates one-on-one interactions and examines: 1) which individuals provided support for these novice teachers over time, and 2) how and why the teachers perceived these individuals as supportive. Looking across surveys of 74 teachers, we found that over their first year of teaching, teachers’ social networks became smaller and more school-centric. Further, analysis of interviews revealed the important role of trust in the context of providing feedback or advice. In particular, when teachers described the most effective supports, emotional and instructional support were often paired together.

Authors

• Anne Garrison Wilhelm, Southern Methodist University

• Karla del Rosal, Southern Methodist University

• Dawn Marie Woods, Southern Methodist University

• Sumei Wu, Southern Methodist University