چارچوب منتورینگ معلمان تازه کار در مدارس ابتدایی: یک پژوهش کیفی

Aderibigbe, S. A., Colucci-Gray, L., & Gray, D. (2014). Mentoring as a collaborative learning journey for teachers and student teachers: a critical constructivist perspective. Teacher Education Advancement Network Journal, 6(3), 17-27.‏

Ali, Ö., & Cansu, K. (2019). Beginning Preschool Teachers' Views toward Mentoring Programs in Turkey. Journal of Education and Learning, 8(1), 182-195.

Allen, T. D., Eby, L. T., Chao, G. T., & Bauer, T. N. (2017). Taking stock of two relational aspects of organizational life: Tracing the history and shaping the future of socialization and mentoring research. Journal of Applied Psychology, 102(3), 324–337.

Armstrong, P. S. 2011. “Full-time Mentors: A Qualitative Study of New Teacher Perceptions.” Paper presented at Education Graduate Student Symposium. Winnipeg, Canada: Faculty of Graduate Studies of The University of Manitoba.

Arroyo, M., Quinn, L. F., Paretti, L., & McCarthy, J. (2020). A Content Analysis of Coaching Novice Teachers. Educational Research: Theory and Practice, 31(1), 22-25.‏

Ashton, K. (2021). Novice teacher agency in the multi-level language classroom. Language, Culture and Curriculum, 34(3), 242-256.‏

Barkley, B. P. (2013). Teacher perception of school culture and school climate in the leader in me schools and non leader in me schools. The University of Southern Mississippi.‏

Becker, A., & Yager, J. (2013). How to approach mentorship as a mentee. The Academic Medicine Handbook: A Guide to Achievement and Fulfillment for Academic Faculty, 157-162.‏

Blair, D. V. (2008). Mentoring novice teachers: Developing a community of practice. Research Studies in Music Education, 30(2), 99-117.‏

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Britton, E. D., Paine, L., & Raizen, S. (2003). Comprehensive teacher induction: Systems for early career learning. Springer Science & Business Media.

Brodeur, P., Larose, S., Tarabulsy, G. M., & Feng, B. (2017). Mentors’ behavioral profiles and college adjustment in young adults participating in an academic mentoring program. International Journal of Mentoring and Coaching in Education, 6(1), 2-18.‏

Bullough Jr, R. V. (2005). Being and becoming a mentor: School-based teacher educators and teacher educator identity. Teaching and teacher education, 21(2), 143-155.‏

Burger, J., Bellhäuser, H., & Imhof, M. (2021). Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction. Teaching and Teacher Education, 103, 103345.‏

Bush, T. (2008). Leadership and management development in education. London: Sage.

Collie, R. J., Granziera, H., & Martin, A. J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment. Teaching and Teacher Education, 74, 125-136.‏

Creghan, K. A., & Creghan, C. (2020). Original Paper Supporting the Development of Novice Teachers: A Multi-tiered and Differentiated Approach.‏

Dagnew, A., & Asrat, A. (2019). Survey of mentors’ roles in guiding and supporting novice teachers in Dangila district elementary schools, Ethiopia. Global Journal of Guidance and Counseling in Schools: Current Perspectives, 9(2), 80-89.‏

Daneshmandi, S., Fathi vajargah, K., Khorasani, A., & Ghlichlee, B. (2018). Studying the Consequences of applying Mentoring in order to empowering new faculty members: Content Analysis. Journal of New Approaches in Educational Administration, 9(34), 105-128. (In Persian).

Daresh, J. C. (2002). Teachers mentoring teachers: A practical approach to helping new and experienced staff. Corwin Press.

Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council.

Desimone, L., Hochberg, E. D., Porter, A. C., Polikoff, M., Schwartz, R., & Johnson, L. J. (2014). Formal and informal mentoring: Complementary, compensatory, or consistent? Journal of Teacher Education, 65(2), 88–110.

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15, 1–16.

Edinger, M. J. (2017). Online teacher professional development for gifted education: Examining the impact of a new pedagogical model. Gifted Child Quarterly, 61, 300–312.

Egan, T. M., & Song, Z. (2008). Are facilitated mentoring programs beneficial? A randomized experimental field study. Journal of vocational behavior, 72(3), 351-362.

Ewing, L. A. (2021). Mentoring novice teachers. Mentoring & Tutoring: Partnership in Learning, 29(1), 50-69.‏

Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. New York, NY: Teachers College Press.

Gholam, A. (2018). A mentoring experience: From the perspective of a novice teacher. International Journal of Progressive Education, 14(2), 1-12.‏

Gholipour, A., Akbari, M., & Rajabpour, E. (2022)². Presenting a Mentoring Model and Analyzing the Factors Affecting its Implementation. Journal of Research in Human Resources Management, 14(2), 125-154. (In Persian).

Gholipour, A., Akbari, M. &., & rajabpour, E. (2022)¹. Identify Mentoring Consequences and Ranking of Them: A mixed Method. Journal of Sustainable Human Resource Management, 4(6), 27-7. doi: 10.22080/shrm.2022.3770 (In Persian).

Gholipour,A.,Mousavi, J & hashemi,M. (2016) .Exploring the Positive and Negative Roles of Mentoring on Improving Knowledge Sharing: Barriers and Solutions . Quarterly Journal of Training and Development of Human Resources ,3 (10) ,51-72. (In Persian).

Gibbons, L. K., & Cobb, P. (2017). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teacher Education, 68(4), 411–425.

Goldrick, L. (2016). Support from the start: A 50-state review of policies on new educator induction and mentoring. New Teacher Center. Retrieved on 1 September, 2017 from:https://pdfs.semanticscholar.org/daa2/d6d3b8e41d60d9cf9752ba7e8bcb577dbb5a.pdf

Gordon, E. J. (2017). Exploring the dyad: The relationship establishment between a novice physical education teacher and his mentor. Mentoring & Tutoring: Partnership in Learning, 25(1), 27-41.‏

Gourneau, B. (2014). Challenges in the first year of teaching: Lessons learned in an elementary education resident teacher program. Contemporary Issues in Education Research, 7(4), 299–317.

Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk, & C. R. Graham (Eds.), The handbook of blended learning global perspectives, local designs (pp. 3–21). San Francisco, CA: Pfeiffer

Gurley, L. E. (2018). Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments. Online learning, 22(2), 197-220.‏

Hairon, S., Loh, S. H., Lim, S. P., Govindani, S. N., Tan, J. K. T., & Tay, E. C. J. (2020). Structured mentoring: Principles for effective mentoring. Educational Research for Policy and Practice, 19(2), 105-123.‏

Hallam, P. R., Chou, P. N., Hite, J. M., & Hite, S. J. (2012). Two contrasting models for mentoring as they affect retention of beginning teachers. NASSP Bulletin, 96(3), 243-278.

Harrison, J., Dymoke, S., & Pell, T. (2006). Mentoring beginning teachers in secondary schools: An analysis of practice. Teaching and teacher education, 22(8), 1055-1067.‏

Hobson, A. J., & Malderez, A. (2013). Judgementoring and other threats to realizing the potential of school- based mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 2(2), 89–108.

Hollins, E. R. (2011). The meaning of culture in learning to teach. Studying diversity in teacher education, 105-130.‏

Hoogeveen, L., Van Hell, J. G., & Verhoeven, L. (2005). Teacher attitudes toward academic acceleration and accelerated students in the Netherlands. Journal for the Education of the Gifted, 29, 30–59.

Ingersoll, R. M. (2012). Beginning teacher induction what the data tell us. Phi delta kappan, 93(8), 47-51.‏

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233.

Irannezhad, M., Aliasgari, M., Musapoor, N., & Niknam, .. Z. (2020). Induction Needs of Beginning Teachers of Primary Schools: Unmatched Challenges. Journal of higher education curriculum studies, 10(20), 289-308. (In Persian).

Jiang, Z., Di Milia, L., Jiang, Y., & Jiang, X. (2020). Thriving at work: A mentoring-moderated process linking task identity and autonomy to job satisfaction. Journal of Vocational Behavior, 118, 103373.‏

Kent, A. M., Green, A. M., & Feldman, P. (2012). Fostering the success of new teachers: Developing lead teachers in a statewide teacher mentoring program. Current Issues in Education, 15(3).‏

King, N., Horrocks, C., & Brooks, J. (2018). Interviews in qualitative research: Sage.

Klages, W., Lundestad, M., & Sundar, P. R. (2019). Mentoring of newly qualified teachers in early childhood education and care centres. International Journal of Mentoring and Coaching in Education. 9(1): 103-118

Kutsyuruba, B., L. Godden, and L. Tregunna. 2013. “Early-career Teacher Attrition and Retention: A Pan Canadian Document Analysis Study of Teacher Induction and Mentorship Programs. Faculty of Education, Queens University, 511

Lapointe, É., & Vandenberghe, C. (2017). Supervisory mentoring and employee affective commitment and turnover: The critical role of contextual factors. Journal of Vocational Behavior, 98, 98-107.

Lisenbee, P. S., & Tan, P. (2019). Mentoring Novice Teachers to Advance Inclusive Mathematics Education. International Journal of Whole Schooling, 15(1), 1-27.‏

Majocha, E. F., Costa, M. A. M., Mpeta, M., Ara, N., Whalen, C. A., & Fernandes, T. A. (2017). Sustaining growth of novice teachers to leadership through mentorship process: A study of praxis in Brazil, Canada, Pakistan, and South Africa. Cultures of Educational Leadership: Global and Intercultural Perspectives, 195-219.‏

Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115, 1–47.

Mousavi, M. P. S., Sohrabpour, Z., Anderson, E. L., Stemig-Vindedahl, A., Golden, D., Christenson, . . . Bühlmann, P. (2018). Stress and mental health in graduate school: How student empowerment creates lasting change. Journal of Chemical Education, 95,1939–1946.

Mullen, C. A., & Klimaitis, C. C. (2021). Defining mentoring: a literature review of issues, types, and applications. Annals of the New York Academy of Sciences, 1483(1), 19-35.‏

Nasiri Valikboni, F., Ghanbari, S., & Sarchahani, Z. (2017). Designing Conceptual Model of Principals Development in Elementary School of Fars province. Journal of New Approaches in Educational Administration, 7(28), 1-26. (In Persian).

Ng, S. W., & Kenneth Chan, T. M. (2014). Continuing professional development for middle leaders in primary schools in Hong Kong. Journal of Educational Administration, 52(6), 869-886.

Nolan, J. F., & Hoover, L. A. (2008). Teacher Supervision and Evaluation Theory into Practice (2nd ed.). New York Wiley & Sons.

O'Hara, S., Bookmyer, J., Pritchard, R., & Martin, R. (2020). Mentoring secondary novice teachers to develop the academic language of English language learners. Journal of Educational Research and Practice, 10(1), 26-40.‏

Ostādrahimi, M. ,., Ārāste, H., & Abdollāhi, B. (2020). Investigating the relationship between mentoring and self-efficacy of novice teachers. Journal of Educational Innovations, 19(4), 113-136. doi: 10.22034/jei.2020.121551 (In Persian).

Paula, L., & Grinfelde, A. (2018). The Role of Mentoring in Professional Socialization of Novice Teachers. Problems of Education in the 21st Century, 76(3), 364-379.‏

Peters, S. J., & Jolly, J. L. (2018). The influence of professional development in gifted education on the frequency of instructional practices. The Australian Educational Researcher, 45, 473–491

Petrovska, S., Sivevska, D., & Runceva, J. (2018). Establishment and functionality of the system of professional development of teachers in Republic of Macedonia. Knowledge-International Journal, Scientific and Applicative Papers, 26(2).‏

Portner, H. (2008). Mentoring new teachers. Corwin Press.

Rafferty, A. E., & Griffin, M. A. (2006). Perceptions of organizational change: a stress and coping perspective. Journal of applied psychology, 91(5), 1154.‏

Richard, O. C., Ismail, K. M., Bhuian, S. N., & Taylor, E. C. (2009). Mentoring in supervisor–subordinate dyads: Antecedents, consequences, and test of a mediation model of mentorship. Journal of Business Research, 62(11), 1110-1118.

Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers' development in the first years of practice. Teaching and teacher education, 36, 166-177.‏

Ross, B., & Gage, K. (2006). Global perspectives on blended learning: Insight from WebCT and our customers in higher education. Handbook of blended learning: Global perspectives, local designs, 155-168.‏

Sewell, A., Hansen, S., & Weir, K. (2017). Enhancing the capabilities of associate teachers in the practicum: A New Zealand case study. New Zealand Journal of Educational Studies, 52(1), 21–39.

Shanks, R., Attard Tonna, M., Krøjgaard, F., Annette Paaske, K., Robson, D., & Bjerkholt, E. (2022). A comparative study of mentoring for new teachers. Professional development in education, 48(5), 751-765.‏

Sienkiewicz, L. (2016). Competency-based human resources management. The lifelong learning perspective. Translated by Javad Pourkarimi and Mohammad Farzaneh, Tehran: Tehran Academic Jihad Organization. (In Persian).

Sikma, L. M. (2019). Moving beyond induction and mentoring: The influence of networks on novice teacher experiences. Mentoring & Tutoring: Partnership in Learning, 27(3), 317-341.‏

Smith, K., & Sela, O. (2005). Action research as a bridge between pre‐service teacher education and in‐service professional development for students and teacher educators. European Journal of Teacher Education, 28(3), 293-310.

Sparks, C., Lonsdale, C., Dimmock, J., & Jackson, B. (2017). An intervention to improve teachers’ interpersonally involving instructional practices in high school physical education: Implications for student relatedness support and in-class experiences. Journal of Sport and Exercise Psychology, 39(2), 120-133.‏

Stone, E. (2015). If not us, then who?. Kappa Delta Pi Record, 51(3), 126-130.‏

Taghavi, H., Khaghanizadeh, M., & Ebadi, A. (2019). The Components of Guidance on the Basis of Analyzing the Themes of Islamic Scriptures. Research in Islamic Education Issues, 27(44), 139-164. (In Persian).

Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The elementary school journal, 110(2), 228-245.‏

Van Ginkel, G., H. Oolbekkink, P. C. Meijer, and N. Verloop. (2016). “Adapting Mentoring to Individual  Differences in Novice Teacher Learning: the Mentor’s Viewpoint.” Teachers and Teaching: Theory and Practice 22 (2): 198–218. doi:10.1080/13540602.2015.1055438.

Van Nuland, S. (2011). “Teacher Education in Canada.” Journal of Education for Teaching 37 (4):409–421. doi:10.1080/02607476.2011.611222.

Van Vianen, A. E., Rosenauer, D., Homan, A. C., Horstmeier, C. A., & Voelpel, S. C. (2018). Career mentoring in context: A multilevel study on differentiated career mentoring and career mentoring climate. Human Resource Management, 57(2), 583-599.‏

Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards‐based reform: A critical review. Review of Educational Research, 72(3), 481–546.

Warsame, K., & Valles, J. (2018). An analysis of effective support structures for novice teachers. Journal of Teacher Education and Educators, 7(1), 17-42.‏

Wexler, L. J. (2019). Working together within a system: Educative mentoring and novice teacher learning. Mentoring & Tutoring: Partnership in Learning, 27(1), 44-67.‏

Williams, D. (2008). Principals' professional development: Perceptions of the effect professional development has on improving student achievement. The Florida State University, ProQuest Dissertations Publishing.

Wronka, M. (2012). The Role of Mentoring in Organizational Learning: Case Study on the University. In Knowledge and Learning: Global Empowerment; Proceedings of the Management, Knowledge and Learning International Conference 2012 (pp. 627-639). International School for Social and Business Studies, Celje, Slovenia.

Yaghoob Nezhad, N., Behranghi, M & Zeinabadi, H. (2016). Expectations of novice teacher about parents, Results of mixed method research at primary school in Tehran City, Education Journal, 22(2), 5-20. magiran.com/p1706606 (In Persian).

Yazdani, Z., Karami, M., & Ghorooneh, D. (2022). Representing the Principals Perceptions and Lived Experiences of the Professional Development: A Qualitative Study. Journal of Sustainable Human Resource Management, 4(6), 51-29. doi: 10.22080/shrm.2022.3821(In Persian).

Young, D. Y. (2011). Educational leadership and the perceptions of principals and vice principals in Manitoba on their professional development. Ph.D Dissertation in Educational Leadership Faculty of Education,  The University of Manitoba.

Zembytska, M. (2016). Mentoring as the core element of new teacher induction in the USA: Policies and practices. Порівняльна професійна педагогіка, (6 (2)), 67-73.‏