Search results for: Mentoring
Page 9/17 165 items
Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices
This article reviews induction and mentoring programs in the three most populous states, California, New York, and Texas, and one of the smallest, Utah. The author describes the trends in mentoring programs in the United States and discusses the results of these programs. Finally, the article identifies the gaps in the research literature.
Updated: Mar. 10, 2014
The aim of the study was to ascertain what skills were reinforced or developed by local cooperating teachers via the process of supervising student-teachers in the Cayman Islands and Saint Kitts-Nevis. The participants were four cooperating teachers from University College of the Cayman Islands Teacher Education programme and four cooperating teachers from St Kitts-Nevis. The findings reveal that skills cooperating teachers developed or reinforced were categorised as essential teaching, mentoring, collaborating and strategic. The authors argue that teachers should be recognised for the dynamic role that they play in the education of the nation’s teachers. Therefore, there is the need to develop a policy to guide this initiative. Furthermore, this study suggests the need to provide opportunities to encourage cooperating teachers to engage reflectively with their teaching.
Updated: Feb. 03, 2014
This article reports on a mentoring programme in a university at the Republic of Ireland, which provides an accreditation pathway to a master’s level qualification. The authors adopted three different and complementary lenses through which to consider mentoring as an academic and professional practice: (a) the international literature; (b) their own reflective and reflexive dialogue; and (c) observations from mentor teachers’ efforts to interrogate their own professional practices. The authors conclude by arguing for productive mentoring, for sustainable change, as an academic, caring and professional practice that is contextually responsive.
Updated: Sep. 30, 2013
This paper is the outcome of the authors' reflection and personal experience of mentoring, and they offer it to the field in the hope it stimulates discussion about re-conceptualizing and modeling the mentoring relationship. The authors conclude that the traditional and reciprocal models fail to acknowledge the dynamic relationship between mentor and protégé and the impact of external factors on the dyad. A CAS model, on the other hand, allows for a complex, dynamic, unpredictable, and nonlinear conceptualization of mentoring. It also is particularly useful because of its inclusion of context. Hence, the authors feel a holistic lens like CAS offers a better understanding of the mentoring process.
Updated: Sep. 16, 2013
This article uses research-based criteria to analyze and compare seven faculty development models for teacher education technology integration. The comparative analysis reveals that some models are distinctly more effective than others. The analysis also shows that not a single study describes a faculty development model that meets all of the fundamental criteria for excellence in faculty development.
Updated: May. 27, 2013
The authors examined empirical studies from 2005 to 2010 that addressed the effect of mentoring programs on new teacher retention. The authors identified 14 studies that met their criteria to be included in this literature review. The authors conclude that they propose an understanding of the complex and non-linear nature of both mentoring and teacher retention.
Updated: Apr. 23, 2013
Pre-service Teachers’ Greater Power to Act in the Classroom: Analysis of the Circumstances for Professional Development
This case study examined the professional development of a pre-service mathematics teacher. The objective was to identify the circumstances in which professional activity developed during and as a result of mentoring interactions and classroom teaching experience. The results show that the instructions given by the co-operating teacher, university supervisor, and an experienced maths teacher were resources for this development when they allowed the pre-service teacher to think about her teaching activity and construct more personal actions, adapted to the characteristics of her classroom experience.
Updated: Feb. 25, 2013
This study aimed to understand how new teachers experienced and perceived mentored induction and understand what aspects facilitated or impeded their learning. The participants were eight new teachers selected from two high-poverty, low performing Pre-K through eighth-grade schools in a metropolitan Midwestern public school system. The results indicate that new teachers found coaching to be a source of support and a resource for learning, and the new teacher were returning the following year and stated that they looked forward to continued work with their coaches. This study highlights that though emotional support and direct advice is appreciated, new teachers valued instructionally oriented, collaborative educative coaching.
Updated: Jan. 16, 2013
This study was aimed to examine the current issues published between January 2006 and December 2009 in three leading journals in teacher education. A research team selected three journals: the Journal of Teacher Education, Action in Teacher Education, and Teaching and Teacher Education: An International Journal of Research and Studies. The research team reviewed and analyzed 721 articles from these journals. The findings reveal that the current issues include teacher-focused issues, instructional models for teacher education, multicultural education, field experiences/school partnerships, and mentoring and induction into the profession. The article also discusses the topics which are missing in the current teacher education literature.
Updated: Jan. 15, 2013
The current article highlights the components of comprehensive induction designed to help beginning teachers develop the skills for a more meaningful learning experience. The author observed at the New Teacher Project (NTP) in California as a case in point. The author concludes that accomplished, well-trained mentors also serve as teacher educators who can help shape a climate of transformational learning during induction.
Updated: Oct. 09, 2012