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Section archive - Mentoring & Supervision

Page 10/29 288 items
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91
Mentoring as a Strategy for Empowering Education for Sustainable Development in Schools
Authors: Kadji-Beltran Chrysanthi, Zachariou Aravella, Liarakou Georgia, Flogaitis Evgenia
The purpose of this study was to examine the impact of an induction programme, based on individual mentoring, had on Education for Sustainable Development (ESD) teaching for both novice teachers and their mentors in primary schools. The results point towards mentoring as a meaningful and effective approach to teacher education for ESD with potential for integrating forms of professional learning communities. The novice/experienced teacher mentoring relationship developed within the ESD induction system implemented during this research highlights the positive implications for both the novice teachers and the mentors. Mentoring can promote teacher interaction and provide a supportive and challenging forum for both intellectual and affective interrogation of practice.
Published: 2014
Updated: Sep. 22, 2016
92
The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-focused Mentoring of New Teachers
Authors: Achinstein Betty, Davis Emily
In this article, the authors examine the knowledge and practice base of content-focused mentoring drawing from the wisdom of practice of a community of content mentors. The authors reveal three themes: (1) developing novices’ content teaching is a distinct and critical mentor role; (2) to support this role, experienced content mentors identified a complex knowledge/practice base, with mentors’ PCK and knowledge of assessment for content teaching as the most frequently reported domains; and (3) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students’ disciplinary thinking, as well as, tensions between content-focused and socio-emotional mentor roles.
Published: 2014
Updated: Sep. 14, 2016
93
Enhancing University Teaching and Learning through Mentoring: A Systematic Review of the Literature
Authors: Pleschova Gabriela, McAlpine Lynn
The purpose of this review was to systematically identify and analyze relevant scholarly sources that represent existing research on mentoring in educational development, i.e. in relation to practices, processes and effects of mentoring for university teaching. The findings reveal that The findings reveal that there was a lack of clarity or definition surrounding mentoring and similar terms, coaching and tutoring and the lack of methodological rigour in many studies.
Published: 2015
Updated: Aug. 31, 2016
94
Differences of Mentoring Experiences across Grade Span among Principals, Mentors, and Mentees
Authors: Frels Rebecca K., Zientek Linda Reichwein, Onwuegbuzie Anthony J.
The purpose of this study was to examine the attitudes of mentors, mentees, and principals pertaining to the first year of mentoring in an induction program. The findings revealed that principals noted little concern with program components and appeared the most satisfied with the mentoring program as a whole. Subsequently, mentors had more positive attitudes than did mentees across grade span, and mentees at the elementary school level had the most positive attitudes among all mentees across grade span. In addition, it was most important to elementary school teachers to participate in mentoring, and also to observe veteran teachers as part of their mentoring activities.
Published: 2013
Updated: Aug. 30, 2016
95
A Helping Hand? A Study into an England-wide Peer Mentoring Program to Address Bullying Behavior
Authors: Roach Gareth
The purpose of this study was to examine the effectiveness of a program for children and young people who were bullied or at-risk of being bullied with older student mentors. The results revealed that mentored students reported higher levels of bullying and life satisfaction, and statistically significant higher levels of school satisfaction than the comparison group at the end of the school year. These findings suggest that the program was able to facilitate a relationship which made mentees feel better about school.
Published: 2014
Updated: Aug. 09, 2016
96
Co-teaching Through Modeling Processes: Professional Development of Students and Instructors in a Teacher Training Program
Authors: Bashan Bilha, Holsblat Rachel
This article presents a unique model of instruction based on co-teaching carried out in the framework of the practice teaching program intended for third year college students. The program was showing the students the pedagogical importance of teaching and involving them critically in ways to improve. The results showed that the students, with the help of the instructors’ modeling of teamwork, succeeded in overcoming many of the conflicts revealed and the difficulties experienced during the shared work training and co-teaching processes. Throughout the program, the students observed the modeling of co-teaching of the instructors from two different areas of expertise, special education and general education, and they and the instructors thus could address many issues evolving from the process.
Published: 2012
Updated: Aug. 01, 2016
97
The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring
Authors: Frels Rebecca K., Onwuegbuzie Anthony J.
In this case study, the authors examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors.
Published: 2012
Updated: Jul. 31, 2016
98
Mentoring and Professional Development in Rural Head Start Classrooms
Authors: Garner Pamela W., McLean Marsha Carter, Waajid Badiyyah, Pittman Evelyn R.
This study reports on the development of a small-scale, professional development program aimed at preparing preschool teacher assistants to earn the Child Development Associate (CDA). The study examined both the participants’ and mentors’ perceptions of the program. The results revealed overlapping themes across teacher assistants and their mentors, including readiness for the CDA credentialing process, mentoring support/ relationship-building, and mutual respect.
Published: 2015
Updated: Jul. 20, 2016
99
An Exploration of the Relationships between Mentor Recruitment, the Implementation of Mentoring, and Mentors’ Attitudes
Authors: Nasser-Abu Alhija Fadia, Fresko Barbara
This study examined aspects of mentor recruitment in relationship to the content and logistics of mentoring, mentors’ feelings of role conflict, satisfaction from mentoring, and their attitudes towards the need for matching mentors and new teachers. The results revealed that aspects of mentor recruitment were found to influence both mentoring dynamics and mentors’ attitudes and satisfaction.
Published: 2014
Updated: Jul. 11, 2016
100
Mentoring as Professional Development: ‘Growth for Both’ Mentor and Mentee
Authors: Hudson Peter
The purpose of this mixed-method study was to investigate professional development for mentors as a result of the mentoring process. The authors argue that providing professional development to teachers on mentoring can help to build capacity in two ways: quality mentoring of preservice teachers through explicit mentoring practices, and reflecting and deconstructing teaching practices for mentors’ own pedagogical advancements.
Published: 2013
Updated: Jul. 03, 2016
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