Search results for: Mentors
Page 1/21 210 items
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
This study examined the factors that influenced two novice and two experienced teachers’ decisions to remain in the teaching field. The findings reveal that both novice and experienced teachers mentioned administrative support and relationships as prominent influences of teachers to remain in the field. Furthermore, all the participants suggested the stress of the profession contributes to teachers leaving the field, such as behavioral issues, requirements of paperwork, and state-mandated tests.
Updated: May. 29, 2018
Content and Context of the Administrative Internship: How Mentoring and Sustained Activities Impact Preparation
This study aimed to explore the experiences of administrative interns and mentors at the completion of their experience. The authors were interested to examine the interns' types of activities, and interactions with mentors with a particular focus on the degree to which these were passive or active. The authors argue that the findings reveal that ongoing dialogue is critical among the research team, but also among stakeholders such as the intern, site-based mentor, university supervisor, and instructors about what constitutes active involvement and what specific activities and experiences will most effectively prepare aspiring leaders for contemporary school leadership positions. The authors conclude that many interns reported a sense of completing the internship with compliance and were focused on simply completing time logs and getting in the hours. Hence, they suggest that teacher education programs must move internships from compliance-based activities to meaningful and authentic learning experiences.
Updated: May. 27, 2018
Mentors’ Behavioral Profiles and College Adjustment in Young Adults Participating in an Academic Mentoring Program
This study aimed to identify mentor behavioral profiles associated with mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college. The authors conclude that this study identified four mentor behavioral profiles characterized by various degrees of structure, engagement, autonomy support, and competency support. The findings showed that college students exposed to these different profiles perceived the quality of the mentoring relationship (QMR) differently, as well as the usefulness of mentoring and their social adjustment to college.
Updated: May. 03, 2018
What Can Experienced Teachers Learn from Newcomers? Newly Qualified Teachers as a Resource in Schools
This study aims to learn more about new teachers’ perceived strengths, and how these contribute to the schools where they are applied. The findings reveal that new teachers as resources are not used in a positive way in their workplaces, even though more experienced teachers can learn from them. The authors conclude that providing new teachers with a good start means nurturing their strengths and creating an environment with a culture of sharing and cooperation with mutual exchange and challenging of ideas and experiences. Both new and experienced teachers benefit from this.
Updated: Apr. 24, 2018
An Analysis of Beginning Mentors’ Critical Incidents in English Post-Compulsory Education: Navigating Stormy Waters
This study examines the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the Southeast of England. It aims to investigate ways in which mentors’ own values, beliefs and life experiences affected their mentoring practice. The authors used critical incidents methodology to categorize different types of professional experiences that mentors encountered and describes the strategies and rationales mentors used to support mentees. The authors conclude that the case studies represented examples of the dilemmas that mentors faced in post-compulsory education and demonstrated that mentoring is complex, and mediated by mentors’ motivation and values.
Updated: Apr. 22, 2018
‘I Owe to My Tutor Much of My Professional Development’: Looking at the Benefits of Tutoring as Perceived by the Tutees
This article presents a model of professional development that involves tutoring/mentoring. It also focuses on the interaction between tutor and tutee as perceived by the tutees. The study also found that tutees noted the required characteristics of a tutor. Furthermore, the authors identified three groups of elements regarding tutor's role as the most beneficial to the participants’ professional development, namely: modelling; usage of reflective methods; and bridging between the individual and the group. Finally, the participants in the study related to two central elements in tutors' work: professional and interpersonal.
Updated: Feb. 21, 2018
This study aimed to examine practicing mentor teachers (MTs) and prospective teachers' (PSTs) perspectives on their experiences in co-learning events. The findings reveal there is evidence of a personal orientation toward mentoring interactions among both PSTs and MTs. MTs noted that the co-learning events helped them connect with and build relationships with PSTs, in particular the sessions when MTs joined the PSTs in their methods courses. MTs saw these personal connections to PSTs as supporting their ability to serve as mentors. However, the authors also found that some PSTs resisted the positioning of MTs as learners during particular co-learning events. PSTs said that they considered the methods course as a learning space for them. Hence, when MTs joined the class, they expected them to instruct the class in particular content.
Updated: Feb. 15, 2018
In this article, the authors addressed two issues that could improve the mentoring relationship. The first issue refers to a system for prompting regular contact between mentor and mentee. The second one addresses to a prompt to both mentor and mentee that provides relevant and timely topics as a springboard for conversation and mentoring guidance during those meetings. The authors describe how the use of creative technology at Northeastern University in Boston, Massachusetts addressed these two issues.
Updated: Feb. 14, 2018