Collaborative Mentoring for Retaining Secondary Biology Teachers

Veteran biology teachers are at risk of leaving the classroom due to burnout, feeling uninspired, and overall job dissatisfaction. One way to keep veteran teachers engaged is through continued mentoring. Yet current mentoring programs vary in scope, often focus too heavily on one-to-one talk, with m...

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Autores principales:	Kimberly A. Gonzalez, David T. Eberiel, Thomas B. Shea
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/f44b4274439742e995e2d36ddd3ee13f
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spelling	oai:doaj.org-article:f44b4274439742e995e2d36ddd3ee13f2021-11-15T15:04:12ZCollaborative Mentoring for Retaining Secondary Biology Teachers10.1128/jmbe.v20i3.18111935-78851935-7877https://doaj.org/article/f44b4274439742e995e2d36ddd3ee13f2019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i3.1811https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Veteran biology teachers are at risk of leaving the classroom due to burnout, feeling uninspired, and overall job dissatisfaction. One way to keep veteran teachers engaged is through continued mentoring. Yet current mentoring programs vary in scope, often focus too heavily on one-to-one talk, with mentors serving as therapists, and generally fail to include veteran teachers. Considering this is not how schools operate, we argue active mentoring for veteran teachers is best when embedded into regular school practice. Collaborative mentoring, as we have termed it, pairs experienced high school teachers with other veteran colleagues, including university professors, in professional development activities centering on improving classroom practices. We believe that collaborative mentoring holds potential to meet the needs of all stakeholders—high school students for support in learning laboratory and writing skills; university faculty for hands-on classroom work and reflective practice, as well as for sharing content and pedagogical knowledge with professionals in the field; and, specifically, veteran biology teachers for expanding access to meaningful professional development opportunities. Focusing on applicable classroom pedagogy serves as a cost-effective model for professional development for veteran teachers, possibly increasing job satisfaction and teacher retention in high schools across the nation.Kimberly A. GonzalezDavid T. EberielThomas B. SheaAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 3 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Kimberly A. Gonzalez David T. Eberiel Thomas B. Shea Collaborative Mentoring for Retaining Secondary Biology Teachers
description	Veteran biology teachers are at risk of leaving the classroom due to burnout, feeling uninspired, and overall job dissatisfaction. One way to keep veteran teachers engaged is through continued mentoring. Yet current mentoring programs vary in scope, often focus too heavily on one-to-one talk, with mentors serving as therapists, and generally fail to include veteran teachers. Considering this is not how schools operate, we argue active mentoring for veteran teachers is best when embedded into regular school practice. Collaborative mentoring, as we have termed it, pairs experienced high school teachers with other veteran colleagues, including university professors, in professional development activities centering on improving classroom practices. We believe that collaborative mentoring holds potential to meet the needs of all stakeholders—high school students for support in learning laboratory and writing skills; university faculty for hands-on classroom work and reflective practice, as well as for sharing content and pedagogical knowledge with professionals in the field; and, specifically, veteran biology teachers for expanding access to meaningful professional development opportunities. Focusing on applicable classroom pedagogy serves as a cost-effective model for professional development for veteran teachers, possibly increasing job satisfaction and teacher retention in high schools across the nation.
format	article
author	Kimberly A. Gonzalez David T. Eberiel Thomas B. Shea
author_facet	Kimberly A. Gonzalez David T. Eberiel Thomas B. Shea
author_sort	Kimberly A. Gonzalez
title	Collaborative Mentoring for Retaining Secondary Biology Teachers
title_short	Collaborative Mentoring for Retaining Secondary Biology Teachers
title_full	Collaborative Mentoring for Retaining Secondary Biology Teachers
title_fullStr	Collaborative Mentoring for Retaining Secondary Biology Teachers
title_full_unstemmed	Collaborative Mentoring for Retaining Secondary Biology Teachers
title_sort	collaborative mentoring for retaining secondary biology teachers
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/f44b4274439742e995e2d36ddd3ee13f
work_keys_str_mv	AT kimberlyagonzalez collaborativementoringforretainingsecondarybiologyteachers AT davidteberiel collaborativementoringforretainingsecondarybiologyteachers AT thomasbshea collaborativementoringforretainingsecondarybiologyteachers
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Collaborative Mentoring for Retaining Secondary Biology Teachers

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