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Enhancing a Rural School-University Teacher Education Partnership through an E-Mentoring Program for Beginning Teachers
Abstract
This case study describes an innovative and effective e-mentoring program for beginning teachers that has enhanced Western Carolina University’s (WCU) school-university teacher education partnership. With national data indicating that nearly one-half of beginning teachers leave the classroom within five years, schools and universities are faced with the challenges of providing the support needed to keep new teachers in the classroom and developing them into effective professionals. Like those nationally, the schools in the university’s rural service region were facing new teacher retention issues. The authors of this chapter and their school partners believed that technology-mediated mentoring had the potential to extend the benefits of face-to-face mentoring by providing professional development that engaged new teachers in an external community of learners, was connected to and driven by teachers’ work, and was sustained, intensive, and respectful of teachers’ demanding schedules. The School University Teacher Education Partnership (SUTEP) then developed and implemented this technology-based project.
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