Search results for: Powell Selma
Page 1/1 2 items
In many teacher preparation programs at institutions of higher education in the United States, pre-service teachers receive mentoring and constructive feedback during their internship placement from an experienced supervising teacher and a university coordinator. Often the feedback loop is closed by asking interns, ‘was this useful?’ To better answer this question, researchers employed a phenomenological approach to collect interview and focus group data on the lived experiences, perceptions, and understandings of six pre-service special education interns during their internship experience. Emerging themes included satisfaction with level of support provided by supervisory stakeholders, a feeling of isolation from peer support, special consideration of the components within the evaluation tool, and a request to be provided with additional background information for their assigned university coordinators. These lessons were aggregated, presented, and then integrated into the experiences provided to forthcoming pre-service educators.
Updated: Sep. 21, 2020
There is difficulty finding induction-level mentors that possess similar or the same teaching credentials or teaching assignments as mentees in the same schools or geographical regions, due to the various skill-levels of beginning special education teachers in schools and the small number of current special educators in each school who could serve as mentors. This article presents the findings from research using a mixed methods design investigating novice special education teacher knowledge of professional competencies and the participant’s perceptions of effectiveness of induction-level mentoring through the pilot use of an electronic mentoring program.
Updated: Mar. 18, 2014