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An Analysis of the Mentoring of First-Year, Experienced-Based Licensed Teachers in the CESA 7 District of Wisconsin

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Title: An Analysis of the Mentoring of First-Year, Experienced-Based Licensed Teachers in the CESA 7 District of Wisconsin
Language: English
Authors: Christopher C. Maki
Source: Online Submission. 2023M.S. Thesis, The University of Wisconsin - Stout.
Peer Reviewed: N
Page Count: 60
Publication Date: 2023
Document Type: Dissertations/Theses - Masters Theses
Tests/Questionnaires
Descriptors: Mentors, Beginning Teachers, Pedagogical Content Knowledge, Alternative Teacher Certification, Teaching Skills, Knowledge Base for Teaching, Work Experience, Career Change, Learning Theories, Experiential Learning, School Districts
Geographic Terms: Wisconsin
Abstract: Beginning in 2015, Wisconsin opened teaching positions to new teachers who have considerable experience in different industries instead of having a traditional four-year education degree. These new teachers have considerable experience in their field but are still new teachers and need mentorship and guidance. Experience-based teachers licensed can be considered subject matter experts but lack the theoretical knowledge and pedagogical skills necessary to be effective in the classroom. New teacher mentoring is vital for any new teacher. However, teachers with experience-based licensure do not have the typical educational experience of student teaching and need different mentoring processes than traditional first year teachers. Mentoring new teachers must consider the previous experiences of the new teacher and adjust the mentoring and guidance accordingly. Specific mentoring practices for different types of new teachers will ensure the success of the new teacher and the success of the students. Incorporating evidence from teachers holding an experience-based license and data from a survey, this study demonstrates that mentoring is effective towards new teacher's preparedness in the classroom their first year of teaching. The research data also shows that there is more research to be done in the area of new teacher training and in mentoring relating to classroom successes.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED642284
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED642284
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PubType: Dissertation/ Thesis
PubTypeId: dissertation
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  Data: An Analysis of the Mentoring of First-Year, Experienced-Based Licensed Teachers in the CESA 7 District of Wisconsin
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  Data: <searchLink fieldCode="AR" term="%22Christopher+C%2E+Maki%22">Christopher C. Maki</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2023M.S. Thesis, The University of Wisconsin - Stout.
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 60
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  Label: Publication Date
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  Data: 2023
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  Data: Dissertations/Theses - Masters Theses<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+Teacher+Certification%22">Alternative Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Experience%22">Work Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Change%22">Career Change</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Wisconsin%22">Wisconsin</searchLink>
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  Label: Abstract
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  Data: Beginning in 2015, Wisconsin opened teaching positions to new teachers who have considerable experience in different industries instead of having a traditional four-year education degree. These new teachers have considerable experience in their field but are still new teachers and need mentorship and guidance. Experience-based teachers licensed can be considered subject matter experts but lack the theoretical knowledge and pedagogical skills necessary to be effective in the classroom. New teacher mentoring is vital for any new teacher. However, teachers with experience-based licensure do not have the typical educational experience of student teaching and need different mentoring processes than traditional first year teachers. Mentoring new teachers must consider the previous experiences of the new teacher and adjust the mentoring and guidance accordingly. Specific mentoring practices for different types of new teachers will ensure the success of the new teacher and the success of the students. Incorporating evidence from teachers holding an experience-based license and data from a survey, this study demonstrates that mentoring is effective towards new teacher's preparedness in the classroom their first year of teaching. The research data also shows that there is more research to be done in the area of new teacher training and in mentoring relating to classroom successes.
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  Data: 2024
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  Data: ED642284
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 60
    Subjects:
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Alternative Teacher Certification
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Knowledge Base for Teaching
        Type: general
      – SubjectFull: Work Experience
        Type: general
      – SubjectFull: Career Change
        Type: general
      – SubjectFull: Learning Theories
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Wisconsin
        Type: general
    Titles:
      – TitleFull: An Analysis of the Mentoring of First-Year, Experienced-Based Licensed Teachers in the CESA 7 District of Wisconsin
        Type: main
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            NameFull: Christopher C. Maki
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          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2023
          Titles:
            – TitleFull: Online Submission
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