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Improving transitions to teaching through reciprocal mentoring residencies

Attrition statistics suggest new teachers are particularly vulnerable to curriculum renewal processes during their transition to the profession, and forty per cent of new teachers leave the profession within the first five years.

Mentoring has been used to enhance induction and reduce professional isolation, however, these relationships are often fragile. Reciprocal mentoring developed in response to this challenge, is a formal knowledge exchange between two experts, who each act in the role of mentor and mentee to the other for their mutual benefit. For new teachers reciprocal mentoring facilitates the forming of mentoring relationships whilst still at university, and these in turn support the transition to the profession upon graduation. Phase two trials with the model are occurring in 2011.


Researchers

Dr Lisa Paris

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