International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Mentoring & Supervision
Page 18/29
288 items
171
In this article, the authors examined the relationship between mentees’ perceptions of success with the mentoring relationship, and their achievement of the intended outcomes of the program. To examine the complexity of the relationship that can exist between students' satisfaction and students' learning, the authors report data from their own work with high school social studies students. Analysis of survey and interview data collected from mentees showed that they appreciated different experiences than those that led to the outcomes intended by the program designers.
Published: 2011
Updated: Jun. 18, 2012
172
The main purpose of the present research is to investigate the perceptions of the student teachers regarding mentor roles and create a reliable Mentor Teacher Role Inventory (MTRI) for a distance English Teacher Training context. The analysis shows that the MTRI is a very valid and reliable instrument. The author concludes that an imperative implication of the present study is that a reliable and valid Mentor Teacher Role Inventory is constructed. The analysis of the MTRI yielded mentor dimensions similar to those reported in previous literature increasing the confidence in the stability of these mentor roles.
Published: 2011
Updated: Mar. 07, 2012
173
The current study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, and (c) changes in classroom organization.
Published: 2011
Updated: Feb. 07, 2012
174
This article describes a comparative study which conducted in Norway, Israel and The Netherlands to examine the perceptions of mentors and mentees the nature of assessment in practice teaching. The participants were 74 student teachers and 52 mentors from these three countries. The authors found high agreement between mentors and students on a number of issues related to assessment in mentoring both in the nature of teaching as well in the process of mentoring. This study also found that there is a similar level of agreement in the three contexts regarding what to assess and how the assessment is done as there is about the mentoring activity.
Published: 2011
Updated: Jan. 31, 2012
175
The purpose of this study is to investigate the participants’ perceptions and experiences about the concepts of ‘mentor’ and ‘mentoring’. Six English Language Teaching Department (ELT) students, who were in the final year of their training and one English teacher who was the subject mentor of the students at the practice school participated in the study. The findings demonstrate that the students found mentoring useful, particularly in putting theory into practice, and working in an authentic teaching environment. However, the students obviously needed more critical, constructive, structured, and immediate assistance and feedback for their survival stage of teaching, which is an important responsibility of a mentor.
Published: 2011
Updated: Jan. 02, 2012
176
The present paper argues that the lack of attention to mentoring in teacher education reflects Marx’s notion of hidden labor in economic systems. The article draws on discussions from an American mentor teacher advisory council to illuminate otherwise marginalized aspects of mentors’ work. The authors conclude that “intersection contexts”, where the voices of various constituencies in the mentoring of pre-service teachers can be heard, should be developed.
Published: 2011
Updated: Dec. 06, 2011
177
The current study examines how a school-based induction programme can best accommodate the needs of a diverse group of teachers at different career stages. This case study carried out in a socially disadvantaged secondary school in the Republic of Ireland. Findings reveal that the induction needs of both newly qualified teachers and returning teachers were broadly similar.
Published: 2011
Updated: Nov. 29, 2011
178
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.
Published: 2011
Updated: Nov. 17, 2011
179
In this article, the authors present a technology-based innovation called eSupervision, a student teaching supervision program created to improve the field experience by using cognitive apprenticeship as a framework for its design. The authors analyze program implementation to determine whether eSupervision functions as it was designed. The results of this study indicate that building a technology-enhanced supervision experience around the framework of cognitive apprenticeship is a viable and productive approach to re-imagining the field experience of student teachers.
Published: 2011
Updated: Sep. 14, 2011
180
The goal of this study is to investigate the process of coaching a mentor of experienced teachers. In particular, the authors sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor experienced cognitive dissonance on several occasions during the coaching conferences when she discovered her use of directive behaviors in some interactions with mentees. Eventually, the mentor resolved this dissonance, primarily by changing her beliefs about mentoring and shifting from a nondirective to an eclectic platform.
Published: 2010
Updated: Jul. 26, 2011