Teachers without mentors reached the impact level more often than mentored teachers, raising the question that mentoring may inhibit development¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Seven of nineteen teachers without mentors (37%) reached the impact level in the third interview versus four of twenty teachers with mentors (20%), leading the authors to question whether mentors inhibited mentee development. → Olsen 1990

Evidence¶

Olsen 1990¶

Olsen, Dwayne G.; Heyse, Kathy L. (1990). Development and Concerns of First-year and Reentry Teachers with and without Mentors. https://eric.ed.gov/?id=ED323188

q2 · i? · associational · r1

Discussion-section comparison across the study's four volunteer groups, contrasting mentored and unmentored teachers' final-interview concern levels. The authors quote Fuller and Bown's conclusion that the research question must be what kinds of interventions by what interveners elicit what responses from which subjects.

"the question of whether the mentors inhibited the development of their mentees must be raised since seven of nineteen teachers without mentors (37%) reached the "impact" level in the third interview while cnly four of twenty first-year and reentry teachers with mentors (20%) identified "impact" concerns"

Discussion¶

Related Claims¶

• Teachers' concerns follow a developmental trend from lower to higher stages during curriculum implementation — the general claim this finding bears on, with the studies behind it
• Discipline concerns declined for all four teacher groups over the school year — related
• Mentors' roles and practices differ by program context: local guides versus educational companions — related
• First-year teachers with mentors declined in self and task concerns and increased impact concerns over the school year — related
• Reentry teachers without mentors made the greatest progress through Fuller's stages; reentry teachers with mentors developed very limitedly — a narrower finding that bears on this claim
• Teacher concern development is better characterized as progression and retreat than linear stage movement — related
• Previous knowledge and management experiences can inhibit new teachers' learning of new classroom management models — related
• First-year teachers without mentors declined in self and impact concerns but task concerns stayed at 50% — related
• People come first: places, policies, and programs should be altered when they inhibit people's development — related
• Teachers raise big-picture concerns about GenAI including surveillance, over-reliance, reduced teacher collaboration, job replacement, and training needs — related
• The New Teacher Support Program reaches fewer than 10 percent of beginning teachers, far below the statewide mentoring program that reached all beginning teachers in the 1990s — related
• High-quality induction and mentoring programs are reported to reduce new-teacher attrition, and early-career teachers without coaching are reported twice as likely to leave — reports the opposite
• Individual teachers' concern profiles vary widely and can diverge from group trends during implementation — related
• Mentors from marginalised groups are asked to perform disproportionally more mentoring than scholars from privileged backgrounds — related