MENTORING BEGINNING TEACHERS - A QUALITATIVE-ANALYSIS OF PROCESS AND OUTCOMES

Sixteen beginning teachers commencing their first year of teaching in Queensland Catholic schools, together with nine experienced teachers a ppointed as their mentors, provided detailed written reflections on th eir experiences during the beginners' first year of teaching. Using th eir responses as data, the nature and value of the buddy mentoring rel ationship are analysed in relation to the needs, concerns and professi onal development of beginning teachers as they progress through the ye ar. Patterns and themes emerging from the data are described qualitati vely and illustrated by direct quotations from participants' responses . Conclusions are drawn regarding the roles and functions of mentors w hich are most helpful at various stages, the benefits and limitations of buddy mentoring in relation to these functions and issues involved in the development of the mentoring relationship over the course of th e first teaching year.