Section archive - Mentoring & Supervision
Page 1/29 288 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
Continuity of learning and development for children transitioning from pre-compulsory to compulsory education remains challenging in many educational contexts. There is little evidence about the potential of coaching to build teacher capability as a strategy to enhance continuity for children. This article reports details of how a collective case study and the theory of practice architectures framed an investigation of coaching practices aimed at building teacher capability to address student continuity issues. The research endorses a situated (site ontological) approach to building teacher capability to enhance continuity in the early years. Findings identify how site-based conditions influenced (enabled and constrained) coaching practices and transitional continuity.
Updated: Mar. 09, 2022
Associations between novice teachers’ perceptions of their relationship to their mentor and professional commitment
These first years of teaching constitute entry stage to the profession and are considered a period of critical importance for determining the new teacher’s professional identity. This study explores the associations between novice teachers’ perspectives of their relationship with their mentors and their professional commitment. This qualitative study utilises data from semi-structured interviews conducted with 35 second-year Israeli teachers (subsequent to a year of internship). The findings indicate an association between novice teachers’ high professional commitment and a functional mentoring relationship and lack of association between novice teachers’ low professional commitment and other types of mentoring relationships. The results and their implications are discussed.
Updated: Mar. 02, 2022
Reflective movements in the professional development of teacher educators as supervisors of student research in higher education
Most professionalisation programmes to support teacher educators as research supervisors focus on the development of research skills. The methodology of practice-oriented research, in addition to a clear vision on the function, and purpose of student research often receives little attention. At the Amsterdam University of Applied Science, the authors developed such a vision and methodology and studied the development of 17 teacher educators as research supervisors during a programme that introduced this methodology. They questioned participants about affect, and understanding regarding their role as a student research supervisor, and their perception of their competences to perform that role. Results showed that teacher educators became more aware of their role, and became more critical about their own competencies. Growing awareness of the implications of their role as student research supervisors seemed to result in a lower self-efficacy regarding the performance of this role. Implications for the training of teacher educators are discussed.
Updated: Dec. 16, 2021
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
Improving Supervisor Written Feedback: Exploring the What and Why of Feedback Provided to Pre-Service Teachers
This study examines the content (i.e., pedagogical skill) and purpose (i.e., praise or suggestion for growth) of university supervisor written feedback in order to improve the quality of observational evaluation provided to elementary and secondary pre-service teachers. Interview data reveal key factors influence the content of supervisor feedback, including the pre-service teacher’s instructional context and learning needs, as well as the supervisor’s content knowledge and teaching beliefs. Findings reveal supervisors provided significantly more praise versus suggestions for growth, and commented much less frequently on key practices, including supporting emergent bilinguals. Implications highlight the importance of supporting supervisors with targeted professional development opportunities which allow for critical examination of their feedback.
Updated: Nov. 07, 2021
Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education
The purpose of the present study was to explore online mentoring experience from the perspectives of preservice teachers (PTs). The methodology was qualitative. 35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding. Overall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic.
Updated: Sep. 03, 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