Search results for: Mentoring
Page 1/17 164 items
Revealing the professional learning needs of teachers for the successful mentoring of teacher candidates
In recent years, increased attention has been focused on the mentoring of teacher candidates throughout Turkey. In particular, the requirement for school principals and mentor teachers to attend mentor education programmes as specified in the Teacher Strategy Document (TSD) set forth by Ministry of National Education (MoNE). Therefore, the aim of the following study is to reveal the professional learning needs of teachers who are assigned as mentors. The authors framed the research issue by outlining the professional learning needs of mentor teachers from the perspective of mentor teachers, university supervisors and teacher candidates. This research took place at three state universities along with the associated practicum schools. It was revealed in the study findings that mentor teacher education programmes were designed around three primary themes: professional knowledge and skills, core mentoring skills and social qualifications.
Updated: Dec. 12, 2021
Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education
The purpose of the present study was to explore online mentoring experience from the perspectives of preservice teachers (PTs). The methodology was qualitative. 35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding. Overall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic.
Updated: Sep. 03, 2021
The significance of mentor–mentee relationship quality for student teachers' well-being and flourishing during practical field experiences: a longitudinal analysis
To support student teachers' well-being and ensure that they flourish during teacher education, it is necessary to examine the relationship between student teachers and their mentors during field experiences. Previous research has identified a connection between the quality of the mentor–mentee relationship and facets of student teachers' well-being. However, to date, this link has been insufficiently corroborated using longitudinal empirical data. This study aims to investigate the impact of mentor–mentee relationship quality on the well-being and flourishing of student teachers. A cross-lagged panel design with two intervals (six weeks apart) was applied during a 15-week field experience with a sample of 125 German student teachers. Well-being and flourishing were captured using the positive emotions, engagement, relationships, meaning, achievement (PERMA) framework. Relationship quality was assessed by adapting a questionnaire from the field of mentoring in medicine. The study found that relationship quality at the outset significantly predicted all five PERMA dimensions at the end of the assessment period. The impact of relationship quality was especially strong on the dimensions of relationships (R) and meaning (M). Conversely, the PERMA dimensions (except achievement) did not significantly impact relationship quality.
Updated: Jul. 14, 2021
Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structured interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.
Updated: Jul. 14, 2021
Analyzing Mentor Narratives of Reflective Practice: A Case for Supporting Adult Learning in Hungarian Initial Teacher Education
In this paper, the authors outline findings from a research project on mentor teachers’ conceptualizations and strategies of mentoring novice teachers for reflective practice. The study was conducted with the aim to explore the qualitatively different ways in which mentor teachers conceive of mentoring for reflective practice and also how they translate this into actual mentoring strategies. They interviewed 10 senior mentor teachers who are certified mentors at Hungarian primary and secondary schools. The transcripts were analyzed using a phenomenographic approach. Mentor teachers were found to oscillate between fragmented and cohesive conceptions of mentoring for teaching with varying levels of integrating the notion of reflective practice and addressing mentees as adult learners. Based on the results a structure of conceptualizations and strategies was created.
Updated: Jul. 14, 2021
Educate – mentor – nurture: improving the transition from initial teacher education to qualified teacher status and beyond
This study investigated the wellbeing of early career teachers in England and Australia to examine how best to provide early career support as a foundation for professional growth and longer-term retention. Survey responses from 67 newly qualified teachers in England and Australia, and five semi-structured interviews, provided rich insights into new teachers’ experiences, highlighting the overwhelming nature of the transition experience as new teachers struggled to adjust as they moved from the relative safety of the initial teacher education context to the reality of work in schools, in particular managing considerable workload which continued beyond the initial transition phase. Vital to successful transition were ongoing linkages between initial teacher education providers and employing schools, a supportive community of practice and bespoke mentoring. This has important policy implications, emphasising the need for personalised approaches to transition with high-quality mentoring during the first few years in the profession. An ‘educate – mentor – nurture’ model is proposed, to enable smoother and more supportive transitions, leading to professional growth and wellbeing.
Updated: May. 20, 2021
Tutors have an important teaching role in higher education (HE), but rarely receive professional development beyond one-off generic workshops or seminars. Any feedback on their teaching is typically in the form of an evaluation, rather than focussed on enhancing tutors’ teaching practice. To address this gap, the authors devised a professional development programme that incorporated video-recorded observations, informal student feedback, self-reflection, and peer mentoring. Twelve tutors and six mentors participated in the programme. Data included focus group interviews and audio-recorded meetings between mentors and tutors. Benefits to tutors included enhanced self-reflection, collegiality, increased confidence in teaching ability, and positive outcomes for their students’ learning. The interdisciplinary pairing of tutors and mentors resulted in dialogue that was non-evaluative, supportive, and collegial. The authors argue that video-recorded observations combined with peer mentoring and student feedback can enhance teaching quality by providing tutors with contextual, relevant, and individualised professional development.
Updated: May. 15, 2021
Research highlights the challenges of teacher preparation programs in adequately preparing teachers to meet the needs of diverse students often served in high-needs urban schools. Teacher preparation programs that include culturally relevant pedagogy, coursework specifically related to school-community interaction, and most importantly, internships with mentorship in urban schools, have demonstrated that teachers specifically trained to teach in urban schools are better prepared and stay in teaching longer. This study examined the perceptions of 11 clinical supervising teachers and nine pre-service teachers that received flexible University mentoring supports during student teaching in two high-need, urban schools. The findings illustrate that urban student teaching experiences, when supported by additional collaborative mentorship, have the potential to improve experiences for both pre-service teachers and supervising teachers. Further, collaboration with schools to link teacher preparation program course content to urban teaching experiences can improve the theory-to-practice gap.
Updated: Apr. 19, 2021
You've Met Your Match: Using Culturally Relevant Pairing to Cultivate Mentoring Relationships during the Early Practicum Experience of Community College Preservice Teachers
This work explores mentoring triad relationships between pre-service teachers, school-based cooperating teachers, and professors at a community college. Using cultural historical activity theory, the authors provide a retrospective analysis of the factors influencing the success of the mentoring relationships. They assessed 60 mentoring triads with a rubric focused on how triads established intersubjectivity and the activity systems of practicum and college course were able to intersect and establish common goals. Results showed that highly successful triads were most likely to have culturally matched student/cooperating teacher pairs and culturally diverse practicum placements. Qualitative analysis showed that an equal exchange of power among the triad was foundational for enabling intersubjectivity. Therefore, equal power exchange between the triad during early practicum experiences are supported by and support cultural responsiveness. They argue for further research on this population of pre-service teachers as well as greater attention to issues of power and cultural responsivity during mentorship.
Updated: Mar. 15, 2021
Mentoring of newly qualified teachers in early childhood education and care centres: Individual or organizational orientation?
The purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care (ECEC) centres in their mentoring practices with newly qualified early childhood teachers (NQTs). Semi-structured qualitative interviews were conducted with eight leaders in Norwegian ECEC centres. Leaders in dual roles as leaders and mentors have varying orientations in mentoring NQTs. The paper presents the findings as two main orientations: an individual and an organizational orientation. Individually oriented leaders as mentors focus on individual needs and support of the NQT. Organizationally oriented leaders as mentors emphasize collective reflection and learning in the staff group and include NQTs in various learning processes in the ECEC centre. The study contributes to increased knowledge on how leaders’ views on leadership and organization influence their mentoring with NQTs. The study is relevant for leaders in other educational settings such as schools.
Updated: Feb. 17, 2021