Mentoring Beginning Teachers: a qualitative analysis of process and outcomes

Abstract

Abstract Sixteen beginning teachers commencing their first year of teaching in Queensland Catholic schools, together with nine experienced teachers appointed as their mentors, provided detailed written reflections on their experiences during the beginners' first year of teaching. Using their responses as data, the nature and value of the buddy mentoring relationship are analysed in relation to the needs, concerns and professional development of beginning teachers as they progress through the year. Patterns and themes emerging from the data are described qualitatively and illustrated by direct quotations from participants' responses. Conclusions are drawn regarding the roles and functions of mentors which are most helpful at various stages, the benefits and limitations of buddy mentoring in relation to these functions and issues involved in the development of the mentoring relationship over the course of the first teaching year.