Search results for: Mentor evaluation
Page 1/1 10 items
Revealing the professional learning needs of teachers for the successful mentoring of teacher candidate
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
“Becoming” a mentor between reflective and evaluative discourses: A case study of identity development
This case study interpreted the experiences of a teacher as she grew her coaching and mentoring practices by working with preservice teachers and participating in professional development focused on reflective coaching, mentorship, and literacy teaching. The authors drew on the notion of “becoming” from critical and sociocultural theories in analyzing how she constructed a teaching identity through mentoring, and how her identity enabled her to enact reflective coaching practices. Their findings outline her agentic moves to provide the preservice teacher with reflective support, rather than evaluative critique, in opposition to the surveillance and regulation that characterize many existing teacher evaluation models.
Updated: Jun. 16, 2021
Drawing on data from semi-structured interviews, this case study enquires into the methods employed by a Chinese teacher mentor of English as a Foreign Language to give feedback on practicum reports to poorly motivated student teachers. Data analysis showed that the mentor provided written comments mainly on empowered motivation with a focus on the reflection section. The findings also revealed that the mentor patterned her feedback with ‘praise-suggestion’ to shape student teachers’ identity emotionally and ethically.
Updated: May. 27, 2020
Mentors Assessing Mentees? An Overview and Analyses of the Mentorship Role Concerning Newly Qualified Teachers
The aim of this article is to analyze how the mentor's role in the assessment process, together with the relationship between the mentor and mentee, is discussed in the 108 responses to the consultative document. The results show that only 23 of the 108 responses mention assessment. However, none of these 23 responses explicitly state that it is a good idea for mentors to participate in the assessment of the new teacher. Furthermore, only four responses include an explicit discussion of the relationship between mentors and mentees.
Updated: Apr. 12, 2011
The study reported on changes sources of support by preservice teachers. A group of preservice teachers was interviewed. The interviews were semi-structured, and focused on categories. The participants moved from formal to informal sources of support. They particularly valued immediate professional support and advice from their teacher tutors and also the social support of their pre-service and teacher colleagues.
Updated: Nov. 18, 2008
Restructuring a Traditional Student Teacher Supervision Model: Fostering Enhanced Professional Development and Mementoring Within a Professional Development School Context
The study examined a model for alternative student teaching supervision at a US college. The researchers put multiple dyads supervisors, with support from the college community. The study examined how teachers and supervisors use the pair of dyads and how the participants responded to the innovation.
Updated: Jun. 19, 2008
Examining mentors' practices for enhancing preservice teachers' pedagogical development in mathematics and science
The author provides five factors for mentoring that have been identified: personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. The article describes a study held in Australia, among 446 preservice teachers responding to mentoring in science, and 115 preservice teachers responding to their mentoring in mathematics.
Updated: Mar. 18, 2008
Successful mentoring programs are defined by many mentor functions and benefits for the students. The article explores the issue of tensions between a mentor's inclinations toward mutuality and advocacy of his protégé, and his ethical obligation to objectivity and service as gatekeeper on behalf of the profession.
Updated: Feb. 12, 2008
The subject of boundaries within mentoring relationships is explored in this article. The author suggests that boundaries and mutual relationships must be navigated well in order to maintain the mentor objective and the student unexploited or harmed. Concepts such as boundary crossings, boundary violations and multiple relationships are explored in the context of mentoring relationships.
Updated: Feb. 12, 2008
This report investigates mentoring from the perspectives of 7 experienced secondary public school teachers from four different school districts in Oklahoma.The experienced teachers benefited from the mentoring process and their mentoring experiences in two important areas. At the professional level, the teachers gained a sense of self as professional educators. At the personal level, these teachers identified mentoring as a process that worked in almost any situation; in addition, they recognized that conversing about concerns with a knowledgeable colleague was a workable solution for solving issues. Reprinted by permission of the publisher.
Updated: Dec. 17, 2007