Search results for: Mentor skills

This article reviews the literature in order to advocate for future exploration of mentoring support that fosters the mentor’s construction and development of new knowledge, skills, and understandings about mentoring preservice early childhood teachers.

The purpose of this study was to contribute to and expand the scholarship on teaching and mentoring. The questions guiding this qualitative study were as follows: First, how do mentors gain their expertise? Second, what support do they need to promote their continued development? The context of this study was a teacher training academy. Data were collected from eight mentor teachers in three ways--through individual interviews, focus group interviews, and participant observation. Results indicate that mentors conceptualized their work into two distinct roles: teaching and mentoring. Recommendations are provided for developing and supporting mentors' practice.

Novices need to develop the knowledge and skills necessary to impact student learning. One approach used to support new members is to assign experienced members of the profession as mentors. Mentors can also play an invaluable role in guidingpreservice candidates in learning to teach science. In addition, mentors are often selected based on their experience and skill in teaching science.

This case study examines mentoring and the importance of reciprocal relationships. The study describes a novice teacher who receives tenure after his third year of teaching. It examines the teacher's relationships with various mentors, and a program of mentoring for two preservice teachers which became mutually beneficial for all parties, assisting the failing teacher in reassessing his own teaching skills.