Abstract:
The paper describes an electronic network developed to support beginning teachers in
their first year of teaching. The difference between a traditional dyadic mentoring relationship and
an electronic support network are analysed and discussed. Benefits of the electronic network were
the access to a wider range of colleagues, a lack of power differential, and ability to disclose
difficulties in a confidential manner. Constraints of the network were lack of private access to the
Internet, lack of deep relationship building and a nervousness at putting thoughts into writing,
possibly to be judged by colleagues. The mentoring process was found to operate in slightly
different ways to the dyadic relationship although it appeared to go through the mentoring phases
identified in the literature. The study concluded that mentoring through electronic networks has
much to offer the support of beginning teachers.
