International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Mentoring & Supervision
Page 26/29
285 items
251
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.
Published: 2008
Updated: Nov. 05, 2008
252
Novices need to develop the knowledge and skills necessary to impact student learning. One approach used to support new members is to assign experienced members of the profession as mentors. Mentors can also play an invaluable role in guidingpreservice candidates in learning to teach science. In addition, mentors are often selected based on their experience and skill in teaching science.
Published: 2008
Updated: Oct. 23, 2008
253
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.
Published: 2007
Updated: Jun. 17, 2008
254
Mentoring has become a part of teacher education as are educational courses, and professional development. The author discusses struggles of power and control, and dangers of dependence and intimacy with mentoring in Norway. She describes mentoring an obstacle to reflection other than an enhancement.
Published: 2007
Updated: Jun. 12, 2008
255
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.
Published: 2007
Updated: Jun. 11, 2008
256
The communication of feedback in post-observation conferences is the topic of this article. 32 pairs of mentors and participants of in-service teacher education programs participated, and interviews were analyzed. Findings revealed four major themes, related to distribution of content; communicating learning-oriented assessments; learner participation in judging performance and learner participation in target setting.
Published: 2007
Updated: May. 18, 2008
257
The article explores practicum in science education. A kindergarten classroom is examined and five implications come forth for mentor-novice supervision: redefining the practicum, rethinking evaluation, surrendering uncertainty, acknowledging complicity, and allowing for supervision.
Published: 2007
Updated: May. 18, 2008
258
The article examines mentor-novice relationships, based on critical constructivist and social cultural perspectives. Teacher educators developed 16 types of mentor-novice relationships and demonstrate some of relationships as well as their consequences on reform minded teaching.
Published: 2007
Updated: May. 12, 2008
259
This case study examines mentoring and the importance of reciprocal relationships. The study describes a novice teacher who receives tenure after his third year of teaching. It examines the teacher's relationships with various mentors, and a program of mentoring for two preservice teachers which became mutually beneficial for all parties, assisting the failing teacher in reassessing his own teaching skills.
Published: 2008
Updated: Apr. 30, 2008
260
The article explores the effects of collaborative mentoring on the professional development of preservice teachers. The data was gathered from observation and interviews. Findings indicate that in some circumstances collaborative mentoring provides a better articulation than the traditional models of co-preparation and co-evaluation of lessons.
Published: 2008
Updated: Apr. 08, 2008