Section archive - Mentoring & Supervision
Page 26/29 288 items
Mentoring Expectations and Realities: An Analysis of Metaphorical Thinking Among Female Undergraduate Protégés and their Mentors in a University Mentoring Programme
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.
Updated: Nov. 18, 2008
Mentoring Partnerships in a Community Technology Centre: A Constructionist Approach for Fostering Equitable Service Learning
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.
Updated: Nov. 18, 2008
Alternative Mentoring of Street Girls in Bangladesh: New Identities and Non-traditional Opportunities
The article describes how mentoring and female role models enhance self-worth and for adolescent girls. The project involved low socio economic girls from Bangladesh. Qualitative data was collected from participant diaries, focus group discussions, and mentor and participant interviews were conducted.
Updated: Nov. 17, 2008
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.
Updated: Nov. 05, 2008
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.
Updated: Oct. 23, 2008
The Perceived Significance of the Supervisor, the Assistant, and Parents for Career Development of Beginning Kindergarten Teachers
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.
Updated: Jun. 17, 2008
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.
Updated: Jun. 12, 2008
Experiencing and Evidencing Learning Through Self-study: New Ways of Working with Mentors and Trainees in a Training School Partnership
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.
Updated: Jun. 11, 2008
Communicating Feedback in Teaching Practice Supervision in a Learning-Oriented Field Experience Assessment Framework
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.
Updated: May. 18, 2008
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.
Updated: May. 18, 2008