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Section archive - Mentoring & Supervision

Page 22/29 288 items
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211
Assessing Service in Faculty Reviews: Mentoring Faculty and Developing Transparency
Authors: Filetti Jean S.
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
212
Complexity Thinking Mentorship: An Emergent Pedagogy of Graduate Research Development
Authors: Kalin Nadine M., Barney Daniel T., Irwin Rita L.
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
213
Role Reversal within the Mentoring Dyad: Collaborative Mentoring on the Effective Instruction of English Language Learners
Authors: Spezzini S., Austin J. S., Abbott G., Littleton R.
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
214
Keeping Our Teachers! Investigating Mentoring Practices to Support and Retain Novice Educators
Authors: Parker Michele A., Ndoye Abdou, Imig Scott R.
In this study, the researchers investigated the possible relationship between mentoring and intentionality with respect to beginning teachers' intentions to remain in the profession. Beginning teachers who were matched by grade level, who received assistance with the supports investigated, and who met with mentors at least once monthly for the specified activities were more likely to commit to remaining in the profession than their peers who had received less support.
Published: 2009
Updated: Feb. 21, 2010
215
The Activities of a School-Based Teacher Educator: A Theoretical and Empirical Exploration
Authors: Van Velzen Corinne, Volman Monique
This paper describes the way four school-based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. The authors use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. The results indicate that student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective.
Published: 2009
Updated: Feb. 10, 2010
216
Fostering a Theoretical and Practical Understanding of Teaching as a Relational Process: A Feminist Participatory Study of Mentoring a Doctoral Student
Authors: Buck Gayle A., Mast Colette M., Macintyre Latta Margaret A., Kaftan Juliann M.
The authors desired a mentoring approach for graduate students in education that would foster an understanding and practice of teaching as a relational process. This article provides a practitioner account of an action research study focused on the development of such an approach. In a semester-long feminist participatory study, the authors utilized weekly dialogues, reflective journals, classroom observations and written documents to explore the mentoring experience of one graduate advisor, one graduate teaching assistant, and two critical friends.
Published: 2009
Updated: Jan. 12, 2010
217
Investigating Change in Field Sites Through Mentor and Candidate Dialogues
Authors: Kroeger Janice, Pech Sandra, Cope Jennifer
The work of teacher candidates matters in particular ways to the quality of children's experiences and environments when they teach in preschools. Dialogues allowed mentors and candidates to reinterpret their images of children and in some cases renew instructional approaches and act against standardized forms of accountability, which limited curriculum and pedagogic choice.
Published: 2009
Updated: Dec. 23, 2009
218
Developing Adaptive Teaching Competency through Coaching
Authors: Vogt Franziska, Rogalla Marion
The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an intervention to foster their Adaptive Teaching Competency based on content-focused coaching whilst 18 teachers formed the control group.
Published: 2009
Updated: Dec. 21, 2009
219
The Development and Testing of a Time-Limited Mentoring Model for Experienced School Leaders
Authors: Riley Philip
Three significant impediments to mentoring success have been identified in the literature: insufficient time; mentors' lack of professional expertise; and personality mismatches. To address these issues, a skills training program was developed in Victoria. This program utilized the principles of adult attachment theory and time-limited therapy. The model was introduced to principals across grade levels. The results indicated significant improvement in the skills set and confidence levels of mentors (i.e. experienced school principals).
Published: 2009
Updated: Dec. 07, 2009
220
Situating Pre-service Reading Teachers as Tutors: Implications of Teacher Self-efficacy on Tutoring Elementary Students
Authors: Haverback Rogers Heather
This study examined the impact of high teacher efficacy on tutoring elementary students in reading. The research also examined whether high efficacy was correlated with reading strategy use. The Teacher Sense of Efficacy Scale (TSES) was adapted to create a reading-specific teacher efficacy scale. The findings suggest that pre-service teachers' efficacy did not affect their reading strategy use while tutoring elementary students.
Published: 2009
Updated: Dec. 07, 2009
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