Mentoring & Supervision (264 items)To section archive
As a means to improve teacher preparation and teacher quality that impacts student achievement, the Australian government has recently encouraged formal partnerships between tertiary providers, schools and education systems in delivering teacher education and professional development, in particular for mentors. This article documents challenges and initial findings of the first year of a school-university partnership involving an Australian regional university and K-12 teacher-mentors located in rural schools. It describes the design and implementation of a contextualised professional development model, using participatory action research to build teacher capacity for mentoring and foster a culture of collaborative inquiry.
Updated: Oct. 07, 2019
The aim of this study was: (a) to measure the effectiveness of a supporting tutor-training curriculum and content knowledge gains for preservice teachers engaged in service learning and (b) to determine whether tutor training and field experience improved the preservice teachers’ teaching self-efficacy beliefs. One hundred and thirteen upper-division undergraduate students enrolled in Social Foundations of Multicultural Education courses participated in course-embedded tutor-training and fulfilled a 20-h service-learning requirement by tutoring pupils in local elementary schools. The study results suggest that a course-specific tutor-training curriculum advances the participants’ knowledge and skill in tutoring. The results also indicate that the combination of tutor training and field application (i.e. tutoring in a classroom) function to increase students’ self-efficacy as future teachers.
Updated: Sep. 26, 2019
Set against a particular policy context in the Republic of Ireland, this study explores the stories of seven pre-service teachers’ experiences of being mentored during their final School Placement practicum. Their stories were prompted by videos of their School Placement practice and collected using narrative interview methods. Findings suggest the pre-service teachers view their mentors as models for future selves, based on a simplistic dichotomisation of good and bad practices. The results highlight how mentor teachers act predominantly as gate keepers of school culture rather than as a source of support for pre-service teacher learning. Findings are discussed from the perspective of local and international implications for teacher preparation.
Updated: Sep. 24, 2019
This study aimed to examine how coteaching provided professional development to the cooperating teachers. The findings illustrate multiple ways that cooperating teachers experienced meaningful, authentic professional development within a coteaching context. The authors found that day-to-day interactions between the coteachers fostered on-going discussion and reflection on practice, introduced new curricular resources, increased interactions across classrooms, and stimulated cooperating teachers to extend their roles as school leaders and teacher educators.
Updated: Dec. 13, 2018