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Results also address mentor-mentee relationships, roles, skills and responsibilities, goal-setting specifics, and the Australian Professional Standards for Teachers, with further research recommended.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Teacher Education  \n\n| Volume 41 | Issue 10 |  | Article 4 |\n| --- | --- | --- |\n| 2016\u003Cbr>Mentoring beginning teachers\u003Cbr>Peter Hudson\u003Cbr>Queensland University of Technology, [dr.p.hudson@gmail.com](dr.p.hudson@gmail.com)\u003Cbr>Sue Hudson\u003Cbr>Southern Cross University, [sue.hudson@scu.edu.au](sue.hudson@scu.edu.au) | and goal setting |  |\n\nRecommended Citation  \nHudson, P., & Hudson, S. (2016). Mentoring beginning teachers and goal setting. Australian Journal of Teacher Education, 41 (10).  \n[http://dx.doi.org/10.14221/ajte.2016v41n10.4](http://dx.doi.org/10.14221/ajte.2016v41n10.4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss10/4](http://ro.ecu.edu.au/ajte/vol41/iss10/4)  \nAustralian Journal of Teacher Education  \nMentoring Beginning Teachers and Goal Setting  \nPeter Hudson 1  \nQueensland University of Technology1  \nSue Hudson2  \n& Southern Cross University2  \nAbstract: Australia has delineated a new direction for teacher  \neducation by embedding mentoring programs for teachers who  \nsupport early-careers teachers as a system approach. This case study  \ninvestigated how mentors after involvement in a mentoring  \nprofessional learning program focused on goal setting with beginning  \nteachers in their schools. Data were analysed from six mentors ’  \ninterviews using semi-structured questions and archival documents  \nassociated with the mentoring program. Findings revealed that  \nnegotiated goal setting facilitates potentially successful teaching  \npractices that align to career stage standards. Other findings  \nassociated with goal setting are reported around: (1) mentor-mentee  \nrelationships,(2) roles, skills and responsibilities,(3) specific goal  \nsetting, and (4) the Australian Professional Standards for Teachers.  \nFurther research (qualitative paired mentor-mentee partnerships and  \nlarge quantitative studies) will provide insights on effective uses of  \ngoal setting that align with standardised frameworks and connect  \nwith effective teaching practices.  \nLiterature Review  \nBeginning teachers represent significant numbers entering the profession each year; yet various reports show many leave the profession in the first five years. The Queensland College of Teacher’s (2013) report suggests the figure is between 8-50% with the Queensland’s beginning teacher attrition rate measured over a four-year period as 11.7% in 2006 increasing to 15.2% 2008 (p. 3) . Surveys have asked beginning teachers about the likelihood of staying in the profession. For example, in 2006 the Independent Education Union showed 45% of beginning teachers claimed they would not be teaching within 10 years while in the same year the Australian Primary Principals Association indicated 24% would leave within 5 years (Buchanan, Prescott, Schuck, Aubusson, Burke, & Louviere, 2013) . Some reasons for exiting the profession include inadequate teacher preparation (Gavish & Friedman, 2010) and a lack of appreciation from colleagues (Darling-Hammond, 2010). Aitken and Harford (2011) state that beginning teachers can have difficulty “working with colleagues; negotiating a new school culture; and dealing with management”(p. 355) .  \nBuchanan et al’s longitudinal study suggests six categories that influence beginning teachers’ decision to leave or stay in the profession, namely: collegiality and support, student engagement and behaviour management, working conditions and teaching resources, professional learning, workload, and isolation. They claim that some issues are universal, particularly behaviour management, continuous stress and working long hours without adequate support. Another Australian study (Johnson, Down, Le Cornu, Peters, Sullivan, Pearce, & Hunter, 2012) provides conditions in which beginning teachers can build resilience  \nVol 41, 10, October 2016 48  \nto remain in the profession, which were placed into five categories: relationships, teacher identity, teacher’s work, school cultu","cbCaiviDVZGLdLSI","https://ap.wps.com/l/cbCaiviDVZGLdLSI","pdf",474708,16,"English","# Mentoring beginning teachers and goal setting\n## Literature Review\n## Findings and implications","[{\"question\":\"What is the focus of the case study involving mentors and beginning teachers?\",\"answer\":\"The case study investigates how mentors, after a professional learning program focused on goal setting, work with beginning teachers in their schools.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Data were analyzed from six mentors’ interviews using semi-structured questions and archival documents associated with the mentoring program.\"},{\"question\":\"What did the study find about goal setting and teaching practices?\",\"answer\":\"Negotiated goal setting facilitates teaching practices that align with career stage standards, and it links to mentor-mentee relationships, mentor roles, and the Australian Professional Standards for Teachers.\"}]","Australian Journal of Teacher Education - Volume 41 - Issue 10 - Article 4 | PDF",1792077784]