Mentoring for Effective Teaching - An Analysis of Austrian Teachers’ School-based Mentoring Practices

Elisabeth Haas, Peter Hudson, Sue Hudson


Mentoring studies worldwide indicate various methods of mentoring yet there are commonalities for mentoring around the classroom and school practices. Gauging a country’s potential for mentoring early-career teachers can provide understandings of current mentoring practices towards initiating advancements. This quantitative study drew upon a validated survey instrument to gain insights on how mentoring occurs in Austria. Participants (mentors, n=63) provided indications on their mentoring experiences across five factors (personal attributes, system requirements, pedagogical knowledge, modelling, and feedback). Results show that these mentors were motivated to support their mentees, particularly with pedagogical knowledge (e.g., classroom management). As a self-reporting instrument, participants claimed they mentored on 9 of the 11 pedagogical knowledge items with percentages greater than 68%, however, only a little more than half mentored content knowledge and assessment. Using the survey provided information on what to focus on for advancing mentoring practices in Austria - especially with questions of support in the areas of planning, implementation, questioning techniques and assessment.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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