Hostname: page-component-745bb68f8f-g4j75 Total loading time: 0 Render date: 2025-02-05T13:51:08.295Z Has data issue: false hasContentIssue false
  • English
  • Français

External Mentoring Support for Early Career Special Education Teachers

Published online by Cambridge University Press:  02 March 2012

Ian Dempsey  and
Judith Christenson-Foggett
Ian Dempsey*
Affiliation:
University of Newcastle, Australia. Ian.Dempsey@newcastle.edu.au
Judith Christenson-Foggett
Affiliation:
University of Newcastle, Australia.
*
*Address for correspondence: Ian Dempsey, Centre for Special Education and Disability Studies, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

The special education teaching profession has experienced longstanding problems with shortages of qualified teaching staff and with high turnover rates of these staff. A variety of issues are related to these problems, including the nature of the support that early career special education teachers receive. In this case study research, the use of external mentoring support to two early career special education teachers in their first year of teaching was examined. This mentoring support was provided by an experienced special educator who did not work at the teachers' schools. The results suggest that external forms of mentoring support may offer important advantages over traditional, site-based forms of support.

Keywords

mentoringearly career teachersspecial education teachers
Type
Articles
Information
Australasian Journal of Special Education , Volume 35 , Issue 1 , 01 July 2011 , pp. 61 - 71
Copyright
Copyright © Cambridge University Press 2011