Search results for: Supervisory methods
Page 1/1 5 items
The purpose of this study is to determine whether mentor intervention styles influence benefits gained by novice entrepreneurs through their mentoring relationship. Specifically, this study aims to test the proposal by Gravells (2006) that mentoring is optimized when the mentor exhibits both a maieutic approach and significant involvement in the relationship. The results confirm the proposal by Gravells (2006) to the effect that low directivity combined with a high level of mentor involvement in the relationship is likely to generate greater positive outcomes for the mentee. Conversely, a directive style with a low level of involvement leads to poorer results for the mentee, which also suggests that this type of mentoring relationship may be detrimental.
Updated: Dec. 14, 2016
This self-study describes the author's experiences as a Korean doctoral student supervising six teacher candidates over one year. The author used self-study approach to examine and improve her own understandings of supervision. The data suggest that the program and the author together were able to influence the attitudes and teaching practices of at least four out of the six participants in this study. Furthermore, the author came to better understand how her recovered identity as a Korean helped her build strong relationships with the participants. Finally, through this study the author learned how power relationships can influence knowledge construction.
Updated: Dec. 02, 2013
Defining the Job of University Supervisor: A Department-Wide Study of University Supervisors’ Practices
This article explores how individual university supervisors, operating within a teacher education department of a college of education at a large public U.S. institution, valued, defined, and enacted their supervision of student teachers. Fourteen university supervisors from the secondary teacher education department at Smyth University participated in this study. The findings reveal that the participants agreed on the importance of the work of the university supervisor in integrating university coursework and practical classroom experiences. The findings demonstrate supervision is not enacted the same way by university supervisors in this department.
Updated: Dec. 26, 2012
This study explores empirically a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID. The findings indicate that there is empirical support for the model. This model provides a viable tool for mentor teachers’ reflections and, subsequently, for changes in and enhancement of mentor teachers’ role repertoires.
Updated: Nov. 17, 2011
The current study utilizes students' journaling and video-recording of field experience teaching sessions as vehicles for inquiry into the development of the process of productive reflection within the piloting phase of an experimental course. The course is designed to improve teachers' interactions with children as well as their implementation of curricula to promote gains in children's social and academic development. The piloting of the course took place in university in the Midwest United States. This article reports on a part of this action research study pertaining to the use of dialogue journals and videos in supervision of preservice early childhood teachers.
Updated: Sep. 05, 2010