Section archive - Mentoring & Supervision
Page 1/27 267 items
This study sought to explore from the student teachers’ perspectives, the domains of knowledge that they gain from mentoring meetings during residential teaching practice (TP). A qualitative approach which employed open-ended questionnaires was used to generate data from 16 student teachers: seven men and nine women in two education districts. Students indicated that they had good relationships with their mentors, and held formal meetings weekly, fortnightly or monthly. They also reported gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts. Three students experienced ineffective mentoring, as such had limited benefits from mentoring processes and most likely from the practicum. Knowledge of what to teach, how to teach it as well as appropriate strategies for particular topics, the kinds of students and their specific settings often merge into what student teachers are expected to learn in teacher preparation inclusive of residential practicum. Comprehensive, prolonged, on-going mentor training workshops would expose mentors to the entire essence of mentoring and the centrality of formal mentor-mentee meetings not only for student teacher TP mentoring, but also for mentor growth and rejuvenation in their practice.
Updated: Mar. 08, 2020
Analysis of interaction patterns and tutor assistance in processes of joint reflection in pre-service teacher education
In the literature reflection in teacher training is conceptualised in multiple ways, making it difficult to determine what types of contexts facilitate the activity of joint reflection. The present study aims to shed light on this debate, identifying the strategies of educational assistance given by tutors to a group of students during the process of reflection. To this end, the authors analyse the interactive dynamics and educational assistance in two cases of joint reflection between tutors and students. Different phases in the process of reflection were identified, as were different specific types of assistance to address joint reflection. In both cases, the assistance of the tutor was found to be necessary in collective scaffolding for the establishment of relationships between situational and academic representations, even though the data suggest a progressive increase in the students’ control of the task.
Updated: Jan. 16, 2020
Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science
This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. Five classroom teachers who were new to mentor training participated in the study to document the impacts of the PD sequence. The PD combined an in-person immersion into the components of effective science instruction with online modules centered on learner-supportive mentoring practices. Findings indicated that mentors who engaged in the hybrid face-to-face and online PD more effectively coached their mentees and displayed specific shifts in their approach to mentor conversations. Participants showed statistically significant increases in their ability to use coaching as a default mentoring stance, to focus on evidence of students’ science learning, and to draw on a consistent framework for effective science instruction for their conversations.
Updated: Dec. 01, 2019
As a means to improve teacher preparation and teacher quality that impacts student achievement, the Australian government has recently encouraged formal partnerships between tertiary providers, schools and education systems in delivering teacher education and professional development, in particular for mentors. This article documents challenges and initial findings of the first year of a school-university partnership involving an Australian regional university and K-12 teacher-mentors located in rural schools. It describes the design and implementation of a contextualised professional development model, using participatory action research to build teacher capacity for mentoring and foster a culture of collaborative inquiry.
Updated: Oct. 07, 2019
The aim of this study was: (a) to measure the effectiveness of a supporting tutor-training curriculum and content knowledge gains for preservice teachers engaged in service learning and (b) to determine whether tutor training and field experience improved the preservice teachers’ teaching self-efficacy beliefs. One hundred and thirteen upper-division undergraduate students enrolled in Social Foundations of Multicultural Education courses participated in course-embedded tutor-training and fulfilled a 20-h service-learning requirement by tutoring pupils in local elementary schools. The study results suggest that a course-specific tutor-training curriculum advances the participants’ knowledge and skill in tutoring. The results also indicate that the combination of tutor training and field application (i.e. tutoring in a classroom) function to increase students’ self-efficacy as future teachers.
Updated: Sep. 26, 2019
Set against a particular policy context in the Republic of Ireland, this study explores the stories of seven pre-service teachers’ experiences of being mentored during their final School Placement practicum. Their stories were prompted by videos of their School Placement practice and collected using narrative interview methods. Findings suggest the pre-service teachers view their mentors as models for future selves, based on a simplistic dichotomisation of good and bad practices. The results highlight how mentor teachers act predominantly as gate keepers of school culture rather than as a source of support for pre-service teacher learning. Findings are discussed from the perspective of local and international implications for teacher preparation.
Updated: Sep. 24, 2019
This study aimed to examine how coteaching provided professional development to the cooperating teachers. The findings illustrate multiple ways that cooperating teachers experienced meaningful, authentic professional development within a coteaching context. The authors found that day-to-day interactions between the coteachers fostered on-going discussion and reflection on practice, introduced new curricular resources, increased interactions across classrooms, and stimulated cooperating teachers to extend their roles as school leaders and teacher educators.
Updated: Dec. 13, 2018
This study aimed to explore the mentoring experience within the context of a science, technology, engineering and math (STEM) specific mentoring program for urban, at risk, high school youth. The authors found that a common theme that touched on all PAMI constructs was that communication with scholars was crucial to success. Specifically, they argue that communication impacted the relationship emphasis, the facilitative focus, the confrontive focus, and mentor modeling.
Updated: Nov. 21, 2018
The purpose of this study was to examine the specific needs of students and junior faculty in counseling programs and to provide a glimpse of the mentorship experience through the lens of the mentee. The authors found that both master’s and doctoral level, and junior faculty alike suggested that a mentor should have certain characteristics, such as being approachable, having a personal style of mentoring, being encouraging, and providing clear and direct feedback to the mentee.
Updated: Nov. 15, 2018
Mentoring Teacher Trainees of Mathematics for ESL Learners in Post-Compulsory Education Reflections and Challenges
This article aims to reflect on the experiences and challenges of a mentor, which brought about by subject-specific mentoring within mathematics for English as a second language (ESL) classes for 16-18-year-olds. This article has provided a mentor’s perspective on the enactment of mentoring in a specific context. The author has demonstrated how specific guidance in the mentoring literature may be enacted and provided support. Furthermore, the author emphasized the importance of mentors’ and mentees’ attention to the detail of the particular context, notably – in this case – the issues faced by ESL learners of mathematics in post-compulsory education in England.
Updated: Nov. 01, 2018