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Mentoring Beginning Teachers: Findings from Contextual Supervision

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Abstract

This article examines the contextual supervision (CS) model that has been developed and applied in several practicum settings of teacher-education programs over the past ten years. The study synthesizes the research findings on the potential effectiveness of CS in assisting faculty supervisors and classroom cooperating teachers with the task of mentoring pre-service teachers to develop their instructional repertoire. The CS model is described, its rationale is presented, research results on its application are summarized, its strengths and limitations are identified, and implications of its usefulness as a mentoring tool to enhance teacher performance are drawn.

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Authors and Affiliations

  1. Centre for School-Based Experiences, College of Education, University of Saskatchewan, 28 Campus Drive, Saskatoon, Saskatchewan, Canada, S7N OXI.

    Edwin G. Ralph

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  1. Edwin G. Ralph
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Ralph, E.G. Mentoring Beginning Teachers: Findings from Contextual Supervision. Journal of Personnel Evaluation in Education 16, 191–210 (2002). https://doi.org/10.1023/A:1020809206376

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