“Our long-term research shows that a mentor who can help and support may decide if new teachers stay in the profession or not,” says Göran Fransson, researcher at the University of Gävle.
Göran Fransson will participate in a conference for school leaders on 24-25 April: it is an annual forum.
“This is an opportunity for us to spread the results of our research on induction and mentorship, which has been carried out at the University of Gävle for many years now,” says Göran Fransson.
One theme during the two days concerns mentorship and induction for new teachers.
“There is a tradition and culture in schools which means that you are often thrown straight into everything. Here is the key and here is the classroom.”
“But our research shows that a better introduction is needed as well as a lot more resources and focus on mentorship.”
Göran tells us that mentorship was formally introduced a couple of years ago, but it doesn’t work very well and new efforts are needed. Schools need the knowledge about how to get mentorships to work well and to understand that it is an important issue.
“Mentorship cannot work just on a day-to-day basis. Someone needs to be responsible in the long run and support and help the new teacher. To ask a colleague who is stressed and on the run isn’t easy.”
“We can contribute with the knowledge on how mentorship can be organised at schools, each with their different conditions. Otherwise, we risk that new teachers who feel left alone and exposed leave the profession for ever.”
For more information, please contact:
Göran Fransson, Professor in Curriculum Studies at the University of Gävle
Tel: 026-64 86 39, 070-321 29 09
Text: Douglas Öhrbom