Search results for: Crasborn Frank
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The purpose of this study is to clarify how pre-service teachers perceive mentor teachers’ use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance.
Updated: Jun. 27, 2012
This study explores empirically a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID. The findings indicate that there is empirical support for the model. This model provides a viable tool for mentor teachers’ reflections and, subsequently, for changes in and enhancement of mentor teachers’ role repertoires.
Updated: Nov. 17, 2011
The goal of this study is twofold: 1) to capture differential frequencies of mentor teachers’ reflective moments, as indicators of different levels of consciousness in mentor teachers’ use and acquisition of supervisory skills during mentoring dialogues; 2) the authors explore methods for registering mentor teachers’ reflective moments in mentoring dialogues. 30 mentor teachers from primary education in the Netherlands were participated.
Updated: Sep. 07, 2010
In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behavior.
Updated: May. 09, 2010
The article explores the skills needed by mentor teachers in order to succeed as advisors and instructors. The study identified seven supervisory skills within 60 mentoring dialogues. After training, however, a shift was observed regarding the frequencies and duration of each supervisory skill. The training positively affected the use of skills and the stimulation of reflection in student teachers.
Updated: Apr. 08, 2008