The incubator: an innovative approach to professional development for beginning teachers and mentors
International Journal of Mentoring and Coaching in Education
ISSN: 2046-6854
Article publication date: 11 October 2022
Issue publication date: 27 February 2023
Abstract
Purpose
The present study focused on an incubator model for the absorption of beginning teachers into the education system. This new model is based on the cooperative approach. The study examined mentoring perceptions among mentors. More specifically, the study investigated how mentors perceive the incubator and how mentors view the support provided to beginning teachers, as well as the contribution mentoring makes to fostering mentors' own sense of efficacy and professional development. These aspects were examined in comparison to the traditional dyadic model.
Design/methodology/approach
The study is based on quantitative and qualitative methods. In the quantitative study, 92 mentors working in incubators and 382 mentors working in a traditional dyadic setting responded to a self-report questionnaire. In the qualitative study, 28 mentors who were part of an incubator were interviewed.
Findings
The research findings indicate that the incubators create a dual effect of development and constitute a mantle of support that impacts the mentoring process, positions that as a dialogic–communal process and at the same time contributes to the professional development of both the beginning teachers and mentors.
Originality/value
The paper discusses the theoretical and practical contribution of the incubators as a new model for inducting beginning teachers into the profession.
Keywords
Acknowledgements
Funding: The study is part of an international project supported by the European Union Erasmus+ program which aims to build incubators for beginning teachers. This paper reflects the views only of the authors.
Citation
Arviv Elyashiv, R. and Levi-Keren, M. (2023), "The incubator: an innovative approach to professional development for beginning teachers and mentors", International Journal of Mentoring and Coaching in Education, Vol. 12 No. 1, pp. 18-32. https://doi.org/10.1108/IJMCE-04-2022-0023
Publisher
:Emerald Publishing Limited
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