Section archive - Mentoring & Supervision
Page 13/29 288 items
This article examines the three perspectives of employers, academics and employees during work based learning (WBL) programmes at undergraduate level. The participants mentioned several characteristics which could contribute to a successful partnership: trust, the exchange of cultural values, communication and collaboration.
Updated: Sep. 16, 2015
This article reviews the literature in order to advocate for future exploration of mentoring support that fosters the mentor’s construction and development of new knowledge, skills, and understandings about mentoring preservice early childhood teachers.
Updated: Sep. 01, 2015
This study investigated the influence of only two factors on students’ willingness to mentor: a personality-related factor (altruism) and a contextual factor (organizational culture). The quantitative analysis shows that organizational culture and altruism significantly impact students’ willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. The study suggests that universities do have a role to play in promoting students’ interest in peer mentoring programs through the development of a culture of support and mutual help.
Updated: Aug. 30, 2015
From “Outsider” to “Bridge”: The Changing Role of University Supervision in an Urban Teacher Residency Program
This study investigated a faculty liaison (FL) model, an alternative to traditional field supervision implemented in an urban teacher residency (UTR) program. In the FL model, professors teaching in the UTR program were assigned to school sites rather than individual teacher candidates to observe and provide feedback, evaluate teacher candidate performance, and connect coursework and classroom practice. Results indicate strong support for the continuation of the FL model in lieu of traditional supervision.
Updated: Aug. 03, 2015
This article reveals how the art device of trompe l’oeil provided a way of thinking about the induction and mentoring experiences of beginning teachers. Both the trompe l’oeil art device and the theoretical lens illuminated the reframing of the participants’ initial understandings of mentor relationships to gain a different perspective on their early professional lives.
Updated: Jul. 07, 2015
Joint Observation of Student Teaching and Related Tripartite Dialogue during Field Experience: Partner Perspectives
This study explored the implementation of partnership-based joint observation and related tripartite dialogue (JOTD) of student teachers as part of field experience, from the multiple perspectives of student teachers, supporter teachers and tutors. The findings indicate that student teachers, supporter teachers and tutors involved in this study were generally positive about their experiences of JOTD. As the findings further suggest, there may be situations which require some level of flexibility in the implementation of JOTD without necessarily disturbing the spirit of collaborative partnership. In conclusion, the findings from this exploratory study suggest that student teachers, supporter teachers and tutors had a range of views about their experiences while implementing JOTD.
Updated: Jun. 23, 2015
This study addresses research questions regarding how mentors perceive their role, what preparation they receive to serve as effective mentors, and what are their professional needs. The study illuminates essential aspects of the mentors’ role perception and the impact of mentoring education on the professional identity of mentors. The implications are that low involvement in PD workshops could be linked to the uncertainty in mentors’ own self-perception as mentors.
Updated: Jun. 14, 2015
Three research instruments were designed to explore how mentors judge readiness to teach during final practicum placements. This article describes the three instruments. It discusses how the three tasks worked as ways to understand how people judge readiness to teach and as ways to develop mentors’ judgement making.
Updated: Jun. 10, 2015
This article examines how primary school mentor teachers made their decisions regarding teacher candidates' practicum performance. The mentor teachers’ explanations for their decisions gave the authors access to their ‘cue utiltisation validities’ - how they used the cues they identified. Within the participant group some appeared to emphasise personal attribute dimensions, other professional practice dimensions; for others it was difficult to determine a preference. There was, however, evidence that the mentors did not emphasise one thing to the exclusion of the other cues with weaker cues being used to moderate their decisions. Overall, the judgment-making in this study was considered, careful and reasoned e and widely variable. There was also some evidence of internal dissensus for individual mentors, leading to confusion around assessment of TC practice.
Updated: Jun. 03, 2015
This paper reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The findings indicated some changes in the supervision styles of the participating cooperating teachers toward educative supervision. First, the percent of speech given by the student teachers in the post-lesson conferences increased after the discussion of educative supervision in the program. Secondly, the amount and depth of talks on mathematics pedagogy increased. Thirdly, the cooperating teachers moved away from conveying their feedback directly to the student teachers; they started asking more open-ended questions to have the student teachers reflect on their teaching.
Updated: Apr. 15, 2015