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In order to prepare new members of the education profession, it is imperative that teachers enter their classrooms with the confidence, knowledge, and skills to serve their students from day one. One method for preparing such teacher candidates or student teachers is through school-based field placements during their preparation program. The purpose of this paper is to describe one example of a yearlong field placement and the mentoring relationships that emerged among participants.

This qualitative study used the following data sources: focus group interviews among the teacher candidates, focus group interviews among the mentor teachers, field placement reflections and teaching analyses composed by the teacher candidates, and interviews conducted among teacher candidates and mentor teachers.

Analysis of the data revealed that the yearlong field placement promoted positive mentoring relationships between teacher candidates and their classroom teachers. Specifically the following themes emerged: the “adoption” of teacher candidates into the high school classrooms, risk-taking within the classrooms, the mentor teachers’ use of constructive feedback, and collaborative “mentoring-down-the-hall.”

In recent years, various scholars have investigated the impact of field placement experiences on teacher candidates; however, these studies have lacked a detailed analysis of how such experiences impacted mentoring relationships among candidates and their mentor teachers in a collaborative setting. This paper provides an in-depth study of the perceived experiences of mentor teachers and their candidates.

The purpose of this paper is to introduce this special issue focussing on the mentoring of beginning teachers which supports the professional learning of not only mentees but also mentors. The paper identifies the varied aims of beginning teacher mentoring programmes, some of the reasons for mentoring and an introduction to the six research papers published in the issue.

The papers in this issue examine different perspectives relating to the mentoring of student teachers and newly qualified teachers (NQTs). Different types of mentoring relationships are examined in various international contexts. The research, from Australia, the Republic of Ireland, Malta, Norway, Scotland, the USA and Wales, addresses the challenges that can occur in mentoring relationships, and enables us to better understand the professional learning that takes place in successful mentoring relationships.

The authors of the papers delineate how critical reflective practice, inquiry into professional practice, collaboration and professional learning for both mentees and mentors are key aims for many mentoring programmes. The six studies used different methods to investigate external and/or school-based mentoring programmes for student teachers and NQTs.

A snapshot of current research into professional learning is provided with most studies being small qualitative ones. However, common themes can be identified across countries and contexts. The authors of each paper outline the implications for teacher education for their own contexts, as well as for international contexts.

Teacher education programmes employ mentoring pairs and triads in order to develop particular traits and reflective practices in teachers. Research shows how mentor programmes provide classroom experience and professional learning for student and NQTs as well as professional learning for teacher mentors. University tutors play a key role in supporting not only the mentees and mentors but also the mentoring relationship.

The purpose of this research is so that project managers can use a systemic approach to prioritizing the risks of outsourcing including an understanding of the external factors that could affect the prioritization.

A survey was designed by the authors and distributed to 2,500 outsourcing professionals from different organizations and the hypotheses were tested using the data from these surveys. The logic for forming the hypothesis is discussed for each hypothesis and so are the demographics of the respondents

External factors such as the type of technology involved, type of market targeted, location of outsourcing and the amount of experience the outsourcing professional had, did affect the prioritization of the outsourcing risks. Furthermore, trends were identified among the ranking of the outsourcing risks.

One of the constraining factors of this research, as in the majority of empirical research initiatives, was the limited sample size, which could potentially affect the rating. An increased sample size could have also provided the researchers with a more detailed insight into the interrelationships between the various outsourcing risks.

For the first time, the outsourcing risks have been prioritized using a systemic approach. The systemic approach has been used in the financial industry while analyzing risk but the authors have applied it to prioritization of outsourcing risks. This includes understanding the interrelationships between the risks and also the effect that external factors can have on the prioritization of those risks.

Second-hand/used goods channels compete with existing traditional channels to satisfy consumers’ needs that are unmet by traditional retail networks. However, most studies on online shopping have largely ignored online second-hand/used good purchases. This study aims to use Thaler’s mental accounting model, principal–agent perspective and contamination theory to highlight the differences in the value sought by online new goods and second-hand shoppers.

A conceptual framework linking perceived uncertainty, perceived acquisition value and e-loyalty was developed and tested using structural equation modelling. The moderating effects of product type (new vs second-hand) and frugality were also included.

The paper found strong support for the model. Results showed that online second-hand shoppers were more uncertain and perceived lesser levels of acquisition value when compared to new goods shoppers. They were also less frugal. Online shoppers are also more likely to buy products with sensory attributes (experience goods) in new goods websites and products with non-sensory attributes (search goods) from second-hand websites. The authors recommend various ways in which managers can increase perceived value for the online shopper.

Future studies can extend this investigation by including transaction value or other hedonic values to verify their impact on acquisition value and e-loyalty. While the authors found support for the notion that consumers who buy used goods online are less frugal, there is some research that could point to the opposite. Hence, research can investigate this topic in depth in more countries to throw more light on this.

To sustain themselves in a competitive online market, retailers need to understand the value sought by consumers. This study provides empirical evidence of the importance of acquisition value for new goods and second-hand shoppers.

No recent research has compared the value sought by online second-hand and new goods shoppers. This study contributes to the understanding of the acquisition value perceived by consumers in online new goods and second-hand shopping channels.