International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Mentoring & Supervision
Page 19/29
288 items
181
The purpose of this article is to make a contribution to the neglected area of study of mentor training by presenting some examples of innovative practical techniques designed to link theory with practice. The authors' experiences suggest that mentoring presents an opportunity to reevaluate teaching practices in collaboration with a mentee, as well as within a supportive community of fellow mentor teachers, thereby contributing to ongoing learning and development.
Published: 2011
Updated: Jul. 17, 2011
182
The purpose of this paper was to investigate the views of university students serving as mentors in high‐need high schools or community centers. The participants were 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools.
Published: 2010
Updated: Jul. 05, 2011
183
The current paper elaborates a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring. In addition, the authors describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process.
Published: 2010
Updated: Jul. 05, 2011
184
This article provides a conceptual framework for university supervisors. The author uses care, thoughtfulness, and tact as a conceptual framework. The author argues for an interactive and responsive pedagogy of field-based teacher education grounded in the university supervisor's concern for the development of the student teacher.
Published: 2010
Updated: Jun. 13, 2011
185
This study focuses on seven mentor teachers who have mentored one-three years in peer placements to provide a textured understanding of their perceptions and experiences. Results indicate: (a) peer collaboration provides important pedagogical scaffolding that helps student teachers plan and implement complex pedagogies; and (b) peer-mentor observation helps student teachers feel more efficacious about their developing practice.
Published: 2010
Updated: Jun. 13, 2011
186
The current study examines the author's work with four graduate Teaching Assistants (TAs) as they joined her to teach a graduate course at San Francisco State University. The author sought the Teaching Assistants' perspective on how to improve instruction in a course students consistently described as highly rigorous. To understand how she provided mentorship, the author looks at the work she and the TAs did together to plan and teach the course and at the TAs' response to this work. The findings demonstrate that students still found course demands to be quite high.
Published: 2010
Updated: Feb. 13, 2011
187
The goal of this review was to summarize studies that examined the effects of coaching on improvements in preservice and in-service teachers' implementation of evidence-based practices. The authors identified a total of 13 studies from the 20 years of literature they searched. The results show that coaching improved the extent to which teachers accurately implement evidence-based practices in classrooms or practicum settings. The article suggests implications for preservice and in-service teacher education.
Published: 2010
Updated: Jan. 23, 2011
188
This article is an analysis of peer mentors, their interaction with students and instructors, the relationships that develop, and understanding the role of peer mentors in and out of the classroom. The mentor program was created in 1990 at a large public university in the western United States as a mentor leadership program under the premise of students helping students. In this study, the authors found that peer mentors identify with five roles of a peer mentor: connecting link, peer leader, learning coach, student advocate, and trusted friend. The authors conclude that two components were found in this study that offer avenues for future research. First, the amount of time in the program can affect responses. Second, gender makes a difference.
Published: 2010
Updated: Jan. 04, 2011
189
The current study examines the processes by which early childhood educators and their mentors negotiated the social and emotional aspects of their working relationships. The participants were twenty-five mentors who worked with over 200 infant/toddler caregivers and preschool educators as part of a community-wide professional development initiative. Findings suggested that mentors and mentees recognized the emotional nature of their relationship and explicitly negotiated their roles and boundaries within the relationship.
Published: 2010
Updated: Jan. 04, 2011
190
The authors, two faculty members in a Canadian post-secondary teacher education context, inquired into their collaborative writing process initiated through an informal faculty mentoring relationship. By using a metaphor of carefully pairing exquisite wine with fine food, the authors convey the mutual co-construction of their lived experiences that evolve through relational writing. The authors conclude by noting critical issues and implications regarding collaborative writing that offer insight into the importance of honoring collaborative scholarship within academic contexts.
Published: 2010
Updated: Jan. 04, 2011