Search results for: Izadinia Mahsa
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The purpose of this study was two-folded. Firstly, it investigated the changes in preservice teachers’ professional identity after a four-week block practicum; Secondly, it examined the role of mentor teachers in creating changes in their professional identity. The author concludes that mentoring relationships played a significant role in shaping preservice teachers’ teacher identity. The detailed feedback mentor teachers provided and their positive interactions, helped preservice teachers build higher levels of confidence, and demonstrate a deeper understanding of their role as a teacher.
Updated: Feb. 15, 2018
Student Teachers’ and Mentor Teachers’ Perceptions and Expectations of a Mentoring Relationship: Do They Match or Clash?
This study investigates mentor teachers’ and student teachers’ perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. The findings revealed that emotional and academic support, an open line of communication and feedback were regarded as key elements of a positive mentoring relationship by both parties. However, a key difference was shown in the participants’ perceptions toward the impact of the mentoring relationship on student teachers’ identity. The research found that student teachers considered the impact of the mentoring relationship on their identity development to be highly significant, whereas only three mentor teachers held this view.
Updated: Jan. 11, 2017
The author examined mentors’ perceptions of their roles before the placement and compared and contrasted them with their mentees’ perceptions and evaluation of such roles after the placement. The findings revealed that all mentor teachers in this study initially argued that their main role was to provide academic and emotional support. They also highly valued the importance of feedback and fostering a positive relationship with their mentees. The findings suggest that 14 out of 16 mentor teachers developed strong relationships with their mentees, fully supported them, provided ongoing and detailed feedback and consequently surpassed their mentees’ expectations. However, two mentor teachers appeared to act against their espoused theories.
Updated: Jul. 20, 2016
This article provides a review of literature on teacher educator identity. The findings suggested that new teacher educators generally develop negative self-views about their abilities and professional identities. Self-support and community support activities were found to facilitate teacher educators’ transition and enhance their identity development.
Updated: Oct. 13, 2015