Section archive - Mentoring & Supervision

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.

Technology mediated coaching or mentoring has a strong possibility of overcoming barriers of accessibility of onsite mentoring. The article explored peer reviewed empirical studies on technology-mediated mentoring for inservice teachers. Three mediums for technology-based mentoring were explored: technology-enhanced professional development coupled with access to a mentor, electronic mail, and online discussion forums. Those who accessed the resource reported shifts in their attitudes towards instruction and changes in instructional practices.

The study conducted in Israel, explores the beginner kindergarten teachers and their experiences and career issues. Based on semi-structures interviews, with 15 Israeli kindergarten teachers, the teachers' determinants factors were much similar to their counterparts in the school system, except for three parts: the assistant, the supervisor and the parents. Those where to have much influence, either positive or negative, on beginning kindergarten teachers’ task accomplishment, success and well-being.

The study uses self-study to analyze the development of a mentoring program, during initial teacher mentoring, in a training-school or university partnership. It focuses on the ontological values of the co-authors as they collaborate. The authors use a video to record teaching, and assist mentors and teachers foster the help necessary to improve the relations between the teachers and the mentors.