Section archive - Mentoring & Supervision
Page 23/29 288 items
It is critical that both teacher educators and supervising teachers provide strategies to strengthen pre-service teachers' beliefs and maintain their motivation. In this article, a strength-based mentoring model in teacher education is presented. Furthermore, measures and strategies developed from different strength-based theories are applied to the six elements of this model.
Updated: Dec. 07, 2009
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.
Updated: Nov. 17, 2009
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.
Updated: Jul. 15, 2009
Composition Matters: Multi-Context Informal Mentoring Networks for Low-Income Urban Adolescent Girls Pursuing Healthcare Careers
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.
Updated: Jun. 25, 2009
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.
Updated: Jun. 24, 2009
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.
Updated: Jun. 08, 2009
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
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.
Updated: Jun. 01, 2009
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.
Updated: May. 25, 2009
The Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students: A Meta-Analysis
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.
Updated: May. 18, 2009
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.
Updated: May. 13, 2009