Identifying Strategies and Requirements of Mentoring Programs for Early-Career Teachers Based on International Experiences

Articles in Press

Document Type : Original Research

Author

Assistant Professor in curriculum planning, Department of Education, University of Hormozgan, Iran

10.48310/itt.2026.22991.1359

Abstract

the present study aimed to identify international strategies and requirements in novice teacher mentoring programs. The present study employs an inductive design, utilizing a documentary data collection method, with the researcher serving as the primary research instrument. Within the qualitative research paradigm, thematic analysis was used to analyze the data. Based on this method, information sources published between 2010 and 2025 were searched across three selected databases. After a critical review of the literature, 35 articles met the criteria for inclusion in the study. The results indicated that the overall trend of mentoring programs in recent years can be conceptualized within two overarching themes. The first theme, “formal mentoring,” includes the following components: out of classroom mentoring, concurrent mentoring during teaching, organizational mentoring, mentor–novice teacher matching, requirements of formal mentoring, characteristics of mentors, and the structure of mentoring sessions. The second theme, “informal mentoring,” comprises: self mentoring (the novice teacher as their own mentor), communication with colleagues, requirements of informal mentoring, interactions with non academic individuals outside the school, interactions with educational professionals outside the school, and the role of informal scientific institutions. Formal and informal mentoring complement each other. Neglecting one while addressing the other hinders the proper professional development of novice teachers.

Keywords

Main Subjects

Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 29 August 2026

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