| From the perspective of a novice teacher |
From the perspective of educational policymakers |
| Emotional and psychological support (reducing feelings of isolation, increasing confidence and self-esteem, improving self-reflexion and problem-solving abilities) |
Increase the number of teachers, when needed, by introducing alternative certification programs, including employment-based learning pathways |
| Socializing novice teachers (classroom management behaviors and skills, and on the ability to manage their time and workload). Assist in adapting to rules, standards |
Encourage retention of new and newly qualified teachers in the profession, particularly by attempting to mitigate the transition to "reality" that many novice teachers face |
| Professional development opportunities (required support for professional development opportunities specifically tailored to the needs of novice teachers, which include subject-specific workshops, classroom observations) |
A means of rewarding and retaining capable teachers to take on a mentoring role |
| Participation in mentor selection. Participants who participated in the mentor selection process reported that there were benefits to interacting with a mentor. These results show that mentee participation in choosing a mentor contributes to the overall success of the mentoring relationship |
Increase the quality of teaching in schools and thereby improve scores in national and international assessments. |
| Adaptation time: enough time to get to know the school and the curriculum, to set up and organize their class, and to plan their first week |
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