Mentoring support and the professional development of beginning teachers: A Chinese perspective

Chi Kin John LEE, Shengyao FENG

Research output: Contribution to journalArticle

36 Citations (Scopus)

Abstract

For a long time, there has been a tradition in China of experienced teachers helping beginning teachers. This empirical school study investigates the kinds of support that are provided by eight dyads of mentoring teacher and first‐year secondary school teachers in Guangzhou of southern China and the major factors affecting mentoring support. In addition, this research focuses on the professional development of first‐year teachers in areas of subject knowledge, student, teaching and classroom management. The findings reveal that mentors provide four forms of support: provision of information, mutual lesson observation, collaborative lesson preparation and discussion in the office. Factors affecting mentoring support include teaching workload, grade and subject, style of mentor–protégé interactions, relationships between mentor and mentee, incentives for the mentors, and collegial culture in the case study schools. It is notable that there are positive and negative developments perceived by the protégé and the foci of mentoring tend to be the teaching of content rather than curriculum and pedagogy. Copyright © 2007 Taylor & Francis.
Original languageEnglish
Pages (from-to)243-262
JournalMentoring and Tutoring: Partnership in Learning
Volume15
Issue number3
DOIs
Publication statusPublished - Aug 2007

Fingerprint

mentoring
teacher
Teaching
China
secondary school teacher
research focus
dyad
workload
school
incentive
curriculum
classroom
interaction
management
knowledge
student

Citation

Lee, J. C.-K, & Feng, S. (2007). Mentoring support and the professional development of beginning teachers: A Chinese perspective. Mentoring & Tutoring: Partnership in Learning, 15(3), 243-262. doi: 10.1080/13611260701201760