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This paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy.

Through this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers.

Effective actualization of the teacher-research mentoring process facilitates mentors' refinement and understanding of their roles during teacher-research mentoring. Perceived barriers can be overcome by adopting nine relevant strategies, which can be grouped into three themes: community-building, nurturing competencies, and fostering growth. Accordingly, the research mentoring model incorporates these strategies.

The insights enriched the existing knowledge of the dynamics of mentoring in general and of teacher-research in particular. Additionally, the study offers strategies developed based on my informed actions as the researcher to attain more effective outcomes during the research mentoring process.

This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.

The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.

Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.

The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.

The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.

We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.

Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

Mentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between mentoring and the well-being of those involved. However, little is known about this relationship or the mechanisms involved. This paper aims to discuss the aforementioned issues.

Through an integrative literature review, important links between mentor and mentee well-being and certain aspects of mentoring are explored. The results of the review are then synthesised into a theoretical framework.

The framework developed here posits that the well-being of teachers relates to the quality of mentoring. This includes teachers' perceptions of mentoring and their decision to get involved, their contributions to functional mentor–mentee relationships and the selection and use of mentoring styles that support both mentor and mentee well-being. Moreover, the framework hypothesises that the quality of mentoring received by mentees is related to their well-being, which is in turn connected to their professional development. Most of these relationships appear to be bidirectional, meaning that mentee well-being also contributes to mentoring quality and mentor well-being. Finally, it is hypothesised that the well-being of both mentors and mentees is connected to the school context in which the mentoring takes place.

This work provides a novel, comprehensive framework for future examinations of the connections between well-being and mentoring. It synthesises the prior work on this topic by integrating findings from both the mentor and mentee perspectives into a single framework.

The aim of this research was to find out students' and mentors' attitudes toward the quality of mentoring support during teaching practicums. The research sought to determine whether there is any difference in (self) assessment between teacher mentors and early childhood education students.

Through the quantitative research methodology, the Crisp (2009) College Student Mentoring Scale (CSMS) instrument was used to assess the quality of mentoring support during teaching practicums. Assessments were made in relation to the following variables: support in the areas of psychological and emotional needs, support in professional development and the development of professional competencies and the role of mentors as models. Early childhood education students (n1 = 105) and mentors (n2 = 54) of teaching practicums at the Faculty of Teacher Education, University of Zagreb, participated in the research.

The results of the research show that there is a statistically significant difference between student assessments and mentor self-assessment with regard to all researched areas of support. Mentors rated their mentoring skills higher than students did.

An approach in which mentoring is assessed in the context of support to students in different areas (e.g. psychological, emotional, professional) is rarely used in early childhood teacher education. Results indicate the need for a systematic evaluation of mentoring and the design of programs to strengthen mentoring competences.

Professional development schools (PDSs) advocate links between schools and teacher education programs, but how do mentor teachers in schools experience their role in this? Therefore, this research focuses on mentor teachers to investigate the change brought about by the implementation of a complex-wide PDS.

This qualitative single case study in a newly formed complex-wide PDS is based on surveys and individual interviews with mentor teachers from one school complex area. Activity systems analysis provided the framework to analyze mentor teachers interactions, their role and activities.

Mentor teachers expressed a sense of purpose in educating the next generation of teachers, experienced continuous learning in the collaboration with the teacher candidates and recognized opportunities for professional development offered by teacher education programs.

Schools and teacher education institutes rely on mentor teachers in their support to educate the next generation of teachers. Knowing what activities and values mentor teachers place on their mentoring can guide school administrations and teacher education institutes in their support and recruitment for mentor teachers.

This research contributes to the development of teacher education in the State of Hawaii and has identified helpful structures for meaningful teacher education.

The purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional development; and validated, competency-based microcredentials aligned to high-leverage practices.

The study included surveys and structured interviews with teaching fellows and their instructional coaches.

Having ample support and mentoring can make a significant difference for novice teachers. Partnerships between universities and local school districts can provide this critical support.

A limitation that cannot be ignored is the small number of participants in this program, all of whom are teaching in a rural school system. However, researchers working with larger school districts would add valuable knowledge to the field of study.

This paper includes implications for designing new induction programs or improving existing ones.

Mentoring, a major component of high-quality induction programs, has the potential of providing important benefits to beginning teachers including increased motivation, self-confidence, growth in professional identity, and reduced stress and anxiety.

As school systems are struggling to retain qualified teachers, high-quality induction programs are necessary.