Stability and Change of Mentoring Practices in a Capricious Policy Environment: Opening the “Black Box of Institutionalization,” by Virginie März, Geert Kelchtermans, and Xavier Dumay
Over the last decades, mentoring practices–as one form of teacher induction–were established as a way to help beginning teachers overcome difficulties during the first years of their career and to keep them in the profession. Yet, although these practices had already existed informally, in many countries one could witness its formalization: mentor preparation programs