Search results for: Mentors
Page 1/22 216 items
Across the globe, the COVID-19 pandemic has drastically altered the educational landscape, creating new professional realities for practicing and future teachers. As teacher educators prepare preservice teachers for the uncertainty of online and in-person teaching, more information is needed around how mentor teachers designed and implemented their emergency online lessons at the beginning of the pandemic. This study explores the topic by analyzing data from 31 mentor teachers surveyed about their teaching experiences between March and June 2020. The findings suggest that most of the mentor teachers defined similar priorities for creating equitable access to their instructional materials. Accordingly, the mentor teachers focused on increasing their students’ access to digital content, designing instruction that considered families’ capacity for support, and encouraging student engagement in online learning. These findings have implications for how teacher educators learn from mentor teachers’ experiences during this unprecedented period, and work to prepare preservice teachers for the challenges and complexities of online teaching—ultimately helping them develop the skills to adapt to future, unfamiliar teaching environments.
Updated: May. 11, 2022
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
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
Thriving, not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts
This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser’s (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers’ awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts.
Updated: Jun. 17, 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
This study aims to better understand the role of mentor teacher–mediated experiences in preservice teachers (PTs)’ progress toward the vision of teaching advocated by their programs. Data were collected from multiple cohorts of preservice science teachers at two university-based teacher preparation programs. Employing a qualitative, multiple case study approach, a total of 35 cases were analyzed focusing on the quality of mentor teacher–mediated experiences (i.e., modeling program-advocated vision of teaching, supporting PTs’ experimentation, and providing feedback), and its relationship to PTs’ progress over time. The analyses show that mentor teachers’ supportiveness for PTs’ experimentation played a critical role in facilitating PTs’ desirable changes. Well-structured experimentation created conditions for PTs to notice, leverage, and expand students’ sense-making repertoires in classrooms. Mentors’ modeling of program-recommended practices was not necessarily related to PTs’ progress. This study raises questions about prevalent perceptions of a good mentor teacher as someone who models program-recommended practices.
Updated: Jun. 03, 2021
Mentoring Teacher Trainees of Mathematics for ESL Learners in Post-Compulsory Education Reflections and Challenges
This article aims to reflect on the experiences and challenges of a mentor, which brought about by subject-specific mentoring within mathematics for English as a second language (ESL) classes for 16-18-year-olds. This article has provided a mentor’s perspective on the enactment of mentoring in a specific context. The author has demonstrated how specific guidance in the mentoring literature may be enacted and provided support. Furthermore, the author emphasized the importance of mentors’ and mentees’ attention to the detail of the particular context, notably – in this case – the issues faced by ESL learners of mathematics in post-compulsory education in England.
Updated: Nov. 01, 2018
This study aimed to identify what mentors observe and record as pertinent towards providing feedback. The participants were 24 mentors. The results revealed that mentors’ observations with both positive and constructive criticisms clustered around three broad dimensions, namely: (1) visual, (2) auditory and (3) conceptual. The findings reveal that the mentors’ constructive criticisms were mainly based around the auditory dimension.
Updated: Aug. 26, 2018