Date of Award

Spring 2016

Project Type

Dissertation

Program or Major

Education

Degree Name

Doctor of Philosophy

First Advisor

Thomas Schram

Second Advisor

Joseph Onosko

Third Advisor

Emilie Reagan

Abstract

The past 20 years has seen a rise in the number of induction programs for beginning teachers, including those with mentoring. However, the way in which teacher education has been problematized is still calling into question the need for beginning teacher support. This dissertation study is situated in the belief that beginning teacher induction has positive impacts on such aspects of teachers’ lives including early career professional learning.

Situated in New Hampshire, this study utilized a qualitative multiple case study design that relied on participant interviews, researcher observations, and artifact analysis of three school districts’ mentoring programs. Findings from this study suggest that mentors and mentees believe that beginning teachers grow in both situative and cognitive domains. Three primary structures were identified that encourage novice teacher learning: mentoring, networks of colleagues, and principals. It was also identified that contextual factors such as strict adherence to the notion of teacher evaluation are impacting teacher learning and support. Recommendations are outlined for both practitioners and policy makers.

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