International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Mentoring & Supervision
Page 25/29
288 items
241
The authors used border crossing as a theoretical framework to explore the tensions that developed between two mentor–intern pairs during the course of a yearlong internship in high schools in the United States.
Published: 2008
Updated: Jan. 21, 2009
242
This article reports the findings of a review of the international research literature on mentoring beginning teachers. Research identifies a range of potential benefits and costs associated with mentoring. It suggests that the key to maximizing the former and minimizing the latter lies in the realization of a number of conditions for successful mentoring, such as the effective selection and preparation of mentors.
Published: 2009
Updated: Jan. 19, 2009
243
The paper explores how the London Providers Mentoring Group, a community of practice adopting an 'inquiry as stance' philosophy, has worked towards a pedagogy of mentor education. The paper outlines tensions the group has faced resulting from the changing nature of provision for initial teacher education in England. The main purpose here is to present an analysis of activities designed by mentor educators to enhance learning in mentors and to begin to describe a pedagogy of mentor education.
Published: 2007
Updated: Jan. 12, 2009
244
Lack of knowledge and tools to handle the complexity of teachers' work mean that new teachers often feel insecure about their chosen profession. This influences their perspectives on teaching and their whether they wish (or not) to continue in the field.
Published: 2007
Updated: Jan. 12, 2009
245
Policy makers are concerned about teacher shortages and the high rate of attrition among new teachers. Mentor-based induction has been shown to reduce the numbers of new teachers leaving schools or the profession. However, staying in the profession does not mean that new teachers are effective in helping students learn. The purpose of the project was to study how variations in new teacher support programs are related to changes in student achievement.
Published: 2008
Updated: Dec. 22, 2008
246
This review has three goals: (a) to trace the evolution of mentoring programs in the United States in business and academe, (b) to provide insight on the challenges associated with the study of mentoring, and (c) to identify the limited research-based studies of faculty mentoring programs that currently inform the understanding of this professional development practice in American higher education.The findings indicate that the sophistication of research has not advanced over the past decade.
Published: 2008
Updated: Dec. 15, 2008
247
The study reported on changes sources of support by preservice teachers. A group of preservice teachers was interviewed. The interviews were semi-structured, and focused on categories. The participants moved from formal to informal sources of support. They particularly valued immediate professional support and advice from their teacher tutors and also the social support of their pre-service and teacher colleagues.
Published: 2008
Updated: Nov. 18, 2008
248
In order to develop an understanding of mentoring on high risk adolescent girls, the article explores the relationship between 'Little Sisters' and 'Big Sisters'. Findings suggest that a long-term, nurturing mentoring relationship had a positive impact on the self-efficacy, aspirations, and possible selves of the at-risk adolescent girls.
Published: 2008
Updated: Nov. 18, 2008
249
The article explores expectation between mentors and students. Results indicate that protégé held more traditional and hierarchical mentoring ideals at the beginning of the program and that most mentoring ideals differed from actual experiences. Due to the disparity, the authors suggest metaphors be used to enhance mentoring experience, and align the expectations and realities between mentors and protégés.
Published: 2008
Updated: Nov. 18, 2008
250
Many mentoring programs partner programs of inner-city youth, providing assistance in underserved communities while mentors gain experiences that connect theory and practice. We analysed over 200 field notes, which described their mentoring interactions over eight weeks and conducted exit interviews about their mentoring experiences. Our results indicate that mentors participated not just as more knowledgeable peers but also as facilitators, advisors, most importantly, as learners in this process. In the interviews, nearly all mentors reviewed assumptions about their own learning and mentoring, in addition to reflections about social issues.
Published: 2008
Updated: Nov. 18, 2008