The usefulness of teachers’ mentoring program cannot be underestimated. Some universities and colleges in the Philippines have been implementing this kind of program with different approaches, content, and scope. The extent of mentoring programs to improve teaching careers has been studied here and abroad. Results remain inconclusive. This case study with a phenomenological peg has explored the lived experiences of neophyte teachers through semi-structured interviews and focus group discussions. Their experiences in the first years of teaching were characterized by uncertainties, anxieties, struggles, and difficulties emanating from their lack of expertise on various aspects related to teaching practice, lack of knowledge about the culture and context of the university in which they were teaching, and lack of knowledge about the learners. With these specific inadequacies identified and the novice teachers’ implicit desire to be mentored, cues for a viable neophyte teacher’s mentoring program are drawn in the context of a teacher-training university.
Neophyte Teachers, Mentoring, Mentoring Program, Teaching Career
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Recommended APA Citation
Aguirre, E. B., & Faller, S. D. (2017). Experiences of LNU Neophyte Teachers: Cues for a Viable Mentoring Program. The Qualitative Report, 22(13), 3387-3410. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss13/2