International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Mentoring & Supervision
Page 27/29
285 items
261
The article explores the skills needed by mentor teachers in order to succeed as advisors and instructors. The study identified seven supervisory skills within 60 mentoring dialogues. After training, however, a shift was observed regarding the frequencies and duration of each supervisory skill. The training positively affected the use of skills and the stimulation of reflection in student teachers.
Published: 2008
Updated: Apr. 08, 2008
262
Conflicts arising in learning communities are the subject of the study. An analysis of a small group of teachers over a 2-year period was conducted. Data gathered included journal entries, focus-group discussions and individual interviews. Weick's (1979) four developmental stages of collaboration provide a broader understanding of why conflict occurs in learning communities and its effect on collaborative learning.
Published: 2008
Updated: Apr. 08, 2008
263
The study explores major factors effecting mentoring support in China and investigates first-year secondary school teachers. Findings revealed that mentors provide four forms of support: provision of information, mutual lesson observation, collaborative lesson preparation and discussion in the office. The focus of mentoring tends to be on teaching content rather than curriculum or pedagogy.
Published: 2007
Updated: Mar. 20, 2008
264
The article explores whether mentoring of fourth and fifth grade students influences depression, self-concept, anxiety and relationship with parents and peers. 31 mentored children were examined during an 18-month period, along with 22 non-mentored children. Results reveal that although mentored students showed improvement in self-concept and anxiety, neither mentored nor non-mentored students showed improvement in either depression or relationships.
Published: 2007
Updated: Mar. 20, 2008
265
The article describes a study into the social dynamics between peer tutors and students, as they interact in higher education classrooms. Finding s reveal that interaction is not always smooth and that tutors spend much time on impression management. In addition, tutor/student relationships can include misunderstandings and power struggles.
Published: 2007
Updated: Mar. 20, 2008
266
The article is written for a fourfold purpose. First, it identifies effective ways to mentor poor minority students towards academic success. Second, it reviews literature on mentoring, as it pertains to this population. Third, it details a case study of an urban Israeli school-mentoring program, and fourth, it highlights and discusses changes that must be made by schools. In order to establish effective mentoring programs.
Published: 2007
Updated: Mar. 20, 2008
267
The article describes a case study of the implementation of a new university mentoring program for women faculty members. The program can also be implemented in both national and international corporations and benefit women who are looking for career advancement.
Published: 2007
Updated: Mar. 20, 2008
268
The article provides a literature review regarding student peer mentor descriptors found in mentoring research. The authors then offer a taxonomy that classifies ten peer mentor characteristics according to career-related or psychosocial mentor functions.
Published: 2007
Updated: Mar. 18, 2008
269
The author provides five factors for mentoring that have been identified: personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. The article describes a study held in Australia, among 446 preservice teachers responding to mentoring in science, and 115 preservice teachers responding to their mentoring in mathematics.
Published: 2007
Updated: Mar. 18, 2008
270
The article focuses on a study of 1st year faculty members in physical education departments and their reasons for mentoring, as well as organizational factors inhibiting or facilitating mentoring. The study was conducted on the relationship between faculty members and their department heads. Results indicate that department chairs need to initiate mentoring relationships with 1st year faculty members schedule regular meetings, and encourage interdisciplinary efforts within and outside the department.
Published: 2007
Updated: Mar. 18, 2008