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Mentoring and Lived Experiences of Beginning Teachers in a Resident Teacher Program

Mentoring and Lived Experiences of Beginning Teachers in a Resident Teacher Program

Emmanuel Adjei-Boateng, Bonni Gourneau
Copyright: © 2019 |Pages: 19
ISBN13: 9781522573050|ISBN10: 1522573054|EISBN13: 9781522573067
DOI: 10.4018/978-1-5225-7305-0.ch026
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MLA

Adjei-Boateng, Emmanuel, and Bonni Gourneau. "Mentoring and Lived Experiences of Beginning Teachers in a Resident Teacher Program." Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 534-552. https://doi.org/10.4018/978-1-5225-7305-0.ch026

APA

Adjei-Boateng, E. & Gourneau, B. (2019). Mentoring and Lived Experiences of Beginning Teachers in a Resident Teacher Program. In I. Management Association (Ed.), Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 534-552). IGI Global. https://doi.org/10.4018/978-1-5225-7305-0.ch026

Chicago

Adjei-Boateng, Emmanuel, and Bonni Gourneau. "Mentoring and Lived Experiences of Beginning Teachers in a Resident Teacher Program." In Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 534-552. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7305-0.ch026

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Abstract

There has been considerable attention and focus, in the field of education, on development support for beginning teachers. The resident teacher program or a teacher residency is a comprehensive means of providing beginning teachers with support. This initiative is usually organized through the concerted efforts of a college of education and school district. Within this study, attention is given to the potential or real benefits and to the successes and challenges of an existing resident teacher program with six beginning teachers enrolled in an elementary education resident teacher program. The outcome shows that resident teachers' experiences is characterized by double commitment with a lot of responsibilities but double support; ability to bring what's learned in graduate courses into classroom teaching; and confidence to transition into regular classroom teaching after the program.

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