Skip to main content
Home Home
  • Home
  • Sections
  • About
  • FAQ
  • Contact
  • Newsletter
  • Log in

International Portal of Teacher Education

The online resource of academic content on teacher training and teacher education

Accessibility Menu

  • Increase font size
  • Decrease font size
  • Reset font size
  • Grayscale
  • High contrast
  • Highlight links
  • Negative contrast
  • Readable font
  • Reset setting
Search keywords Search authors Search countries
Advanced search

Search form

Section archive - Mentoring & Supervision

Page 23/29 288 items
  • « first
  • ‹ previous
  • …
  • 19
  • 20
  • 21
  • 22
  • 23
  • 24
  • 25
  • 26
  • 27
  • 28
  • next ›
  • last »
221
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
222
Re-Envisioning Mentorship: Pre-service Teachers and Associate Teachers as Co-Learners
Authors: Jaipal Kamini
This article reports on a study of associate teachers' perspectives about their roles in supporting pre-service teachers as they integrate technology during the practicum. Content analysis of pre- and post-interview data from four associate teachers and survey responses revealed that associate teachers' roles varied across a continuum from mentor to co-learner in relation to technology integration.
Published: 2009
Updated: Nov. 17, 2009
223
Rudderless as Mentors: The Challenge of Teachers as Mentors
Authors: Gardiner Wendy
The purpose of this study was to contribute to and expand the scholarship on teaching and mentoring. The questions guiding this qualitative study were as follows: First, how do mentors gain their expertise? Second, what support do they need to promote their continued development? The context of this study was a teacher training academy. Data were collected from eight mentor teachers in three ways--through individual interviews, focus group interviews, and participant observation. Results indicate that mentors conceptualized their work into two distinct roles: teaching and mentoring. Recommendations are provided for developing and supporting mentors' practice.
Published: 2009
Updated: Jul. 15, 2009
224
Composition Matters: Multi-Context Informal Mentoring Networks for Low-Income Urban Adolescent Girls Pursuing Healthcare Careers
Authors: Wai-Ling Packard Becky, Kim Grace June, Sicley Marissa, Piontkowski Sarah
This study examines the composition of informal mentoring networks utilized by low-income urban adolescent girls with healthcare college and career aspirations. 60 ethnically diverse students in their third year of secondary school were included in this study. These students participated in a survey about their future educational and career plans and the persons providing support for their future plans. Results suggest that diversely composed, or multi-context, informal mentoring networks are effective in supporting adolescents in their educational and career pursuits.
Published: 2009
Updated: Jun. 25, 2009
225
Nurturing Undergraduate Tutors' Role in the University Teaching Community
Authors: Sutherland Kathryn A.
The researcher examined the experiences of student tutors, on the periphery of the university teaching community, and reports on the support they need. The findings indicate that faculty and administrators should recognize student tutors' lack of pedagogical and subject expertise, while nurturing their energy, understanding, and closeness to the undergraduate student experience.
Published: 2009
Updated: Jun. 24, 2009
226
Novice Teachers' Perspectives on Mentoring: The Case of the Estonian Induction Year
Authors: Lofstrom Erika, Eisenschmidt Eve
This study investigates Estonian novice teachers' perspectives on relationships with mentors. It also explores experiences of mentoring and mentors' tasks during the Estonian teachers' first year of teaching. The data are based on thematic interviews with 16 novice teachers in the second half of their first year of teaching, i.e. the induction year.
Published: 2009
Updated: Jun. 08, 2009
227
Mentors' Written Lesson Appraisals: The Impact of Different Mentoring Regimes on the Content of Written Lesson Appraisals and the Match with Pre-Service Teachers' Perceptions of Content
Authors: Lock Roger, Soares Allan, Foster Julie
Written lesson appraisals (WLAs) by mentors 30 of pre-service teachers experiencing two different mentoring regimes in an English university teacher education program were selected for analysis. The WLAs were analyzed for their length and content using professional knowledge categories derived from pre-service teacher perceptions of the content of WLAs.
Published: 2009
Updated: Jun. 01, 2009
228
Identity Development and Mentoring in Doctoral Education
Authors: Hall Leigh A., Burns Leslie D.
In this article, the authors use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors.
Published: 2009
Updated: May. 25, 2009
229
The Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students: A Meta-Analysis
Authors: Ritter Gary W., Barnett Joshua H., Denny George S., Albin Ginger R.
This meta-analysis assesses the effectiveness of volunteer tutoring programs for improving the academic skills of students enrolled in public schools Grades K-8 in the United States. It also further examines for whom and under what conditions tutoring can be effective. The authors found 21 studies to guide them in assessing the effectiveness of volunteer tutoring programs.Overall, the authors found volunteer tutoring has a positive effect on student achievement.
Published: 2009
Updated: May. 18, 2009
230
Connecting University Supervision and Critical Reflection: Mentoring and Modeling
Authors: Bates Alisa J., Ramirez Laurie A., Drits Dina
The study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. This investigation focused on 3 university elementary supervisors and 12 teacher education students.
Published: 2009
Updated: May. 13, 2009
  • « first
  • ‹ previous
  • …
  • 19
  • 20
  • 21
  • 22
  • 23
  • 24
  • 25
  • 26
  • 27
  • 28
  • next ›
  • last »

Trends in Teacher Education

Trends in Teacher Education

Assessment & Evaluation

Assessment & Evaluation

Beginning Teachers

Beginning Teachers

Instruction in Teacher Training

Instruction in Teacher Training

Professional Development

Professional Development

ICT & Teaching

ICT & Teaching

Research Methods

Research Methods

Multiculturalism & Diversity

Multiculturalism & Diversity

Preservice Teachers

Preservice Teachers

Theories & Approaches

Theories & Approaches

Programs & Practicum

Programs & Practicum

Mentoring & Supervision

Mentoring & Supervision

Teacher Educators

Teacher Educators

Follow us

More international academic portals for teachers

© 2023 The MOFET Institute     |     Terms of use