Section archive - Mentoring & Supervision
Page 11/29 288 items
This paper presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction.
Updated: Jul. 03, 2016
Evidence of Mentor Learning and Development: An Analysis of New Zealand Mentor/Mentee Professional Conversations
This study examines dialogue for evidence of inquiring habits of mind within mentor–mentee interactions. The findings revealed that learning and development was found but at differential rates not necessarily related to experience as a teacher or mentor prior to the programme. Furthermore, while the goals typically aligned with the philosophy of the programme, conversation content analysis revealed a discrepancy between intended goals and actual conversation.
Updated: Jun. 29, 2016
The purpose of this study was to gain a deeper understanding of mentor preparation and learn more about how formal education can prepare mentors for their role. Therefore, questions were asked about why teachers participate in mentor education and their perceived learning outcome, as well as what parts of the programme they find valuable. The findings reveal that students in the mentor education programme seem to be intrinsically motivated, given that they enrolled in the programme without any benefit except from their own satisfaction. Furthermore, the programme provided the participants with concepts that made it possible to talk about mentoring. In addition, during the programme their focus changed from themselves and what to do to focus on the other and facilitating others’ developments. During the programme they became more confident in their roles as mentors.
Updated: Jun. 19, 2016
Trajectories of Mentors’ Perceived Self-Efficacy during an Academic Mentoring Experience: What They Look Like and What are their Personal and Experimental Correlates?
In this study, mentors matched with college mentees evaluated their self-efficacy nine times, during their participation in an academic mentoring program.
Updated: Jun. 05, 2016
The purpose of this study was to examine one mentor as she assisted three beginning teachers to shift their teaching practice to a more robust understanding of a high-leverage practice, discussion-based teaching. The mentor met each beginning teacher where they were in their development, and took on the authority to move each of them forward as they embraced features of a complex practice related to reform-based teaching. Rather than facilitating learning ordinary practices, this mentor provided an image of an exemplar. She provided an image of the possible as she helped beginning teachers learn the power of local knowledge from teachers who took on teacher educator roles, who pushed back against institutionalized norms of learning to teach alone or learning to teach the scripted curriculum.
Updated: Jun. 01, 2016
The purpose of this research was to explore perceived roles and responsibilities of professionals providing support for mathematics instruction in a large school district. The elementary mathematics leaders who completed the survey indicated a statistically significant lack of alignment between their current role and their idea of what should be their role as an elementary mathematics leader. Further, there were statistically significant differences on 24 of the 30 items between coaches’ actual roles and what they thought that their roles should include.
Updated: May. 03, 2016
This article reports on a case study of a school that had ongoing coaching for up to six years. The study focused on coachees’ perspectives, in particular what factors allowed them to achieve their set coaching goals. The investigation into longitudinal coaching (one to six years) indicated how coaches positioned themselves or peers, when reflecting on and seeking to establish why some coaching goals were more achievable than others. A key finding was that coaching goals were deemed attainable when they aligned with coachees’ specific focus, which was reflected by the six core themes that emerged: Pragmatic I, Pragmatic We, Student Driven, Team Driven, Data Driven, Research Driven. The seventh theme (temporality) indicated that over time coachees’ dominant concerns shifted to become less of a focus with other overriding needs emerging.
Updated: Mar. 08, 2016
The Influence of Teacher Education on Mentor Teachers’ Role Perception in Professional Development Schools
This article examines the influence of the pre-service training on mentor teachers’ role perception in the Professional Development Schools (PDS). The perceptions of the mentor teachers were examined regarding the influence of their teacher education as student teachers on their role perception in the PDS, and whether a difference exists between the perceptions of mentor teachers who were trained to teach via different approaches. The opinions of the pedagogical instructors were also examined, regarding their opinion on the difference between the role performance of Locals and Newcomers. The findings reinforce the fact that preparing mentor teachers is important, especially, if they mentor in a different context from that with which they were once familiar when students themselves.
Updated: Feb. 22, 2016
In this study, the authors investigated co-learning between cooperating teachers (CTs) and their preservice teachers (PSTs). Using frame analysis, the authors contrast three problems-of-practice addressed by 23 dyads: problems of developing novice teachers, problems of improving teaching, and problems of improving student learning. The authors describe ways in which knowledge became shared, actors assumed new roles, and new types of tools, activities, and forms of discourse emerged for contextualizing collective work. Based on this study, the authors propose three process measures: the quality of student discourse CTs and PSTs support, the quality of discussion among dyads about students’ ideas, as well as the quality of newly created or evolving social routines and tools.
Updated: Feb. 14, 2016
Veteran Teachers Mentoring in Training: Negotiating Issues of Power, Vulnerability and Professional Development
This article aims to examine the ways in which a school–university mentorship programme promotes a range of growth experiences, both negative and positive, for the participating mentor teachers. The findings reveal that mentors saw their mentoring experience as a positive one leading to personal and professional growth and giving them a feeling of accomplishment through witnessing the benefits student teachers were drawing from the experience. The findings also indicate that the mentors experienced direct learning from their observations of the student teachers, thus breaking away from a novel/ expert unidirectional definition of mentoring. Moreover, the analysis shows that mentoring can be an effective way to renew the professionalisation of teaching by allowing mentors to recognise what they have to offer as veteran teachers, and so reaffirms the meaningful role they play in the formation of new teachers in Hawai‘i.
Updated: Jan. 12, 2016