Call For Papers: Novice Teachers’ Perspectives on Mentoring, Global Education Review, Volume 4, No. 1, February 1, 2017

 Call For Papers: 

Novice Teachers’ Perspectives on Mentoring 

Volume 4, No. 1, February 1, 2017 

Editors: Franz Hofmann, Paris Lodron University, Salzburg, Austria; Ulrike Greiner, Paris Lodron University, Salzburg, Austria; and Michaela Katstaller, Paris Lodron University, Salzburg, Austria 

For novice teachers, mentoring plays a crucial role in improvement of their reflective teaching practices and in their professional development. Mentoring programs may pursue various objectives, reflecting the goals of mentoring as well as the mentor’s role, expertise, and training. Novice teachers must deal with questions concerning lesson planning, the use of different teaching methods, the assessment of student learning, classroom management, and students’ individual needs and learning strategies; as well as adapting to the school organization and “socialization” as professionals. This issue of Global Education Review will focus on the experiences of novice teachers with up to five years of experience, examining how mentoring programs support them in dealing with everyday challenges, both in the classroom and in the school. 

Submissions should address at least one of the following five topics: 

 What are novice teachers’ experiences/perceptions of mentoring during their first five years of teaching? 

 What are the common profiles of novice teachers in mentoring programs? 

 What strategies do novice teachers learn in mentoring programs that may help them to cope with the challenges that arise during 

classroom teaching? 

 What are the key elements of successful mentoring programs for novice teachers that help them to resolve the clash between expectations and reality? 

 What competences and attitudes of mentors contribute most to the success of mentoring programs? 

Please send an abstract of no more than 250 words in length with at least ten literature sources as an additional attachment to franz.hofmann@sbg.ac.at, ulrike.greiner@sbg.ac.at, and michaela.katstaller@sbg.ac.at by February 1, 2016. Abstracts will be reviewed for fit. You will be informed if the manuscript is invited for review. Full manuscripts are due by April 1, 2016. 

ISSN: 2325-663X