Teacher Induction and Mentoring

Juanjo Mena is an associate professor in the Department of Education at the University of Salamanca, Spain. He is also an affiliate professor at the University of British Columbia, Canada, and research collaborator at Kazan Federal University, Russia. Anthony Clarke spent a number of years as a classroom teacher in Australia before working with beginning teachers, classroom teachers, and university instructors as a professor at the University of British Columbia in Canada. His current interests include practicum mentoring, teacher inquiry, and schooling in comparative perspective.

Section I: Early career Teacher Education and induction programs.- Chapter 1. Integrative Pedagogies to Promote Professional Development in Beginning Teachers.- Chapter 2. Novice Teachers' Induction to the Profession in Russia: Issues of management.- Chapter 3. Mentoring in the midst of teachHOUSTON: A multilayered approach.- Chapter 4. The Teacher Induction Scheme (TIS ) in Scotland - adoption, evolution, revolution..- Chapter 5. Teachers' Resilience as Key Capacity in Professional Induction: A Systematic Literature Review.- Section II: The role of the mentor: Conceptualizing identity, concerns and challenge.- Chapter 6. Collaborative Engagement in Teacher Mentoring: Teachers and Researchers in Conversation.- Chapter 7. Early Career Teachers' Professional Concerns and Capabilities as Triggers to Improve the Whole School Community through Collegial Mentoring.- Chapter 8. What Remains of Mentor. Investigation on the Representations of Former Trainees at the University of Bari.- Chapter 9. Virtual Mentoring in the Practicum: Teachers Learning Together in the Third Space.- Section III: Mentoring support in the induction period: skills, knowledge and experiences.- Chapter 10. Managing "Background Noises": Forms of Support in Novices' Induction in Arab schools.- Chapter 11. Developing an In-Situ School MEntoring Model to Build Beginning Teachers Classroom Management Capacity and Interpersonal Professional Skills.- Chapter 12. Developing an In-Situ School MEntoring Model to Build Beginning Teachers Classroom Management Capacity and Interpersonal Professional Skills.- Chapter 13. Research Team as Mentored Knowledge Community.