International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Mentoring & Supervision
Page 21/29
285 items
201
The goal of this article was to examine secondary mathematics cooperating teachers’ perceptions of the primary purposes of student teaching and their roles in accomplishing those purposes. The most common purposes were interacting with an experienced, practising teacher, having a real classroom experience, and experiencing and learning about classroom management. The most common roles were providing the space for experience, modeling, facilitating reflection, and sharing knowledge. The findings provided insights into the cooperating teachers’ perceptions about both what should be learned through student teaching and how it should be learned
Published: 2010
Updated: Sep. 05, 2010
202
This documentary account describes professional development for teachers in the USA serving culturally and linguistically diverse students. The goal of the project was to monitor effectiveness of training in Sheltered Instruction Observation Protocol (SIOP) and to assess the value of cognitive coaching. Findings indicated workshops were effective and produced strong commitment to the model, but resulted in a disappointing level of implementation without a coaching phase.
Published: 2010
Updated: Aug. 22, 2010
203
In this article, the authors use Wenger’s matrix framework to analyze the experiences of two teacher–mentors. The authors also use this framework to interpret how the teacher–mentors’ identities are formed during the process of mentoring student–teachers. Factors that contribute significantly to the development of the teacher–mentors’ identity include the school culture, the ‘personalities’ of the other community members, and the influence of other relevant communities of practice.
Published: 2010
Updated: Aug. 17, 2010
204
This study examined the perspectives that mentors, who are considered exemplary in the field, exhibit towards mentoring in different mentoring contexts in the Israeli school system. These perspectives were examined from a variety of view points: The mentors themselves, their mentees, supervisors, school principals, and project leaders. The findings reveal that, despite the different contexts of practice, star mentors shared common perspectives towards mentoring in terms of educational ideologies and envisioned roles and practices, exhibited through the use of a similar professional language.
Published: 2010
Updated: Aug. 03, 2010
205
This study argues that culturally responsible mentoring (CRM) is one way to help student teachers put multicultural education into practice. This study examines the impact CRM has on preservice teachers learning to teach in diverse classrooms. The findings demonstrate that CRM helps preservice teachers become critical thinkers about the cultural contexts in which they work. CRM also assists them in developing equitable and inclusive practices for their particular students.
Published: 2010
Updated: Jun. 22, 2010
206
In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behavior.
Published: 2010
Updated: May. 09, 2010
207
This study examined eleven K-8 interns’ perceptions of their mathematics mentoring support provided to first-year teacher interns and factors that influenced their ability to teach mathematics. Semi-structured interviews revealed that district and grade-level campus mentors provided the greatest amount of mathematics instruction and pedagogically based support to interns. Three factors most instrumental in developing the ability to teach mathematics were (a) manipulative use, (b) planning of classroom instruction and activities, and (c) execution of the lesson.
Published: 2010
Updated: Feb. 21, 2010
208
Universities generally have clear expectations for teaching and scholarship, and often a faculty member's publications, research and scholarship are the primary factors in tenure and promotion decisions. Many universities do include service as one component in annual reviews as well as in assessing progress toward tenure and promotion. Unfortunately, criteria for evaluating service are often not specified.
Published: 2009
Updated: Feb. 21, 2010
209
In this paper the authors articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor-protg models. From the perspectives of a senior administrator and two assistant professors, the authors revisit the mentoring spaces and relations within which the authors were engaged while working in an approach to arts-based educational research. The authors analyzed their work together while deconstructing the ways in which the authors have supported and unsettled each other. Through narrative inquiry the authors share reflections from dissertation research experiences.
Published: 2009
Updated: Feb. 21, 2010
210
This mixed-methods investigation examined the collaborative mentoring of teachers in a large school system in the south-eastern United States. The investigation was guided by two purposes. The first was to examine collaborative mentoring as unstructured peer-to-peer coaching. The second was to examine how licensure courses contributed to the emergence of collaborative mentoring. After completing courses, 84 teachers reported significant increases in frequency and duration of interactions for sharing best practices with colleagues. Of 33 novice teachers recently trained in teaching ELLs, most found themselves mentoring veteran teachers yet untrained in teaching this student group.
Published: 2009
Updated: Feb. 21, 2010