Approximately 40% of beginning teachers are leaving the teaching field after their first year of teaching (Wong, 2005).  That percentage declines significantly when beginning teachers are part of an induction program that offers mentoring as an integral component.  The majority of mentoring in the teaching profession is traditional face-to-face.  Extending traditional mentoring of teachers to include or rely upon ementoring would add many benefits for the mentors and mentees.  eMentoring is using technology such as email and conferencing systems for communication and discussions among mentors and mentees.  The amount of research about the effects of ementoring and new teachers is limited; therefore, further study is needed.

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eMentoring for First Year Teachers

Michelle Simons-szulczewski*, Zane L. Berge**
associate professor and former director of the Training Systems Graduate Programs, UMBC, Baltimore MD USA.
Periodicity:April - June'2007
DOI : https://doi.org/10.26634/jet.4.1.629

Abstract

Approximately 40% of beginning teachers are leaving the teaching field after their first year of teaching (Wong, 2005).  That percentage declines significantly when beginning teachers are part of an induction program that offers mentoring as an integral component.  The majority of mentoring in the teaching profession is traditional face-to-face.  Extending traditional mentoring of teachers to include or rely upon ementoring would add many benefits for the mentors and mentees.  eMentoring is using technology such as email and conferencing systems for communication and discussions among mentors and mentees.  The amount of research about the effects of ementoring and new teachers is limited; therefore, further study is needed.

Keywords

Ementoring, Mentors And Mentees, Traditional Mentoring.

How to Cite this Article?

Michelle Simons-szulczewski and Zane L. Berge (2007). eMentoring for First Year Teachers. i-manager’s Journal of Educational Technology, 4(1), 29-32. https://doi.org/10.26634/jet.4.1.629

References

[1]. Bierema, L. L. & Merriam, S. B. (2002). E-mentoring: Using computer mediated communication to enhance the mentoring process, /nnovatlve Hlgher Educat!on, 26, 21 I -226 .
[2]. Casey, J. (I 997). Teacher Net: Building a new cadre of technology using teachers oniine. ACM SiGCUE Outlook. 25(3), 23-31 .
[3]. Hamilton Central School Mentoring Program for First Year Teachers. (n.d.) . Retrieved October I I , 2006 from hffp:// hcs.coigate.edu/ high/ mentoringfirstyearfeachers~ html
[4]. Kirk, J. O. & Clinger, J. (2003). From traditional to virtual mentoring . Retrieved Oc toner I I , 200 6 from htfp://eric.ed.gov/ERiCDocs/data/ericdocs2/contenf_sto rage_0 I /0000000b/ 80/ 27/dd/f8.pdf
[5]. Knapczyk, D. R., Hew, K. F., & Frey, T. J. (2005). Evaluation of oniine mentoring of practicum for limited licensed teachers. Teacher Educat!on and Specla\ Educatlon, 28, 207-220.
[6]. Parks Daioz, LA. (2004). Mentorship. in Galbraith, M.W. (Ed), Adult Learning Methods, Third Editlon (pp, 39-74). Malabar, FL: Krieger Publishing
[7]. Smith, T.M. & Ingersoll, R.M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? Amerlcan Educationa\ Research Journal, 3, 618- 7 44 . Retrieved October11 , 200 6 from http://www.gse.upenn.edu/facuity_research/Effects-of- induction-and-Mentoring-RMi-FaH-2004.pdf
[8]. Wong, H. & Wong, R. (2005). Effective Teaching...Improving Student Achievement is very Simple. Retrieved October I I , 2006 from hftp://teachers.net/wong/MAY05/
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