Search results for: Mentor skills
Page 1/2 14 items
Mentors’ Behavioral Profiles and College Adjustment in Young Adults Participating in an Academic Mentoring Program
This study aimed to identify mentor behavioral profiles associated with mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college. The authors conclude that this study identified four mentor behavioral profiles characterized by various degrees of structure, engagement, autonomy support, and competency support. The findings showed that college students exposed to these different profiles perceived the quality of the mentoring relationship (QMR) differently, as well as the usefulness of mentoring and their social adjustment to college.
Updated: May. 03, 2018
This article reviews the literature in order to advocate for future exploration of mentoring support that fosters the mentor’s construction and development of new knowledge, skills, and understandings about mentoring preservice early childhood teachers.
Updated: Sep. 01, 2015
The purpose of this study is to clarify how pre-service teachers perceive mentor teachers’ use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance.
Updated: Jun. 27, 2012
The purpose of this study was to contribute to and expand the scholarship on teaching and mentoring. The questions guiding this qualitative study were as follows: First, how do mentors gain their expertise? Second, what support do they need to promote their continued development? The context of this study was a teacher training academy. Data were collected from eight mentor teachers in three ways--through individual interviews, focus group interviews, and participant observation. Results indicate that mentors conceptualized their work into two distinct roles: teaching and mentoring. Recommendations are provided for developing and supporting mentors' practice.
Updated: Jul. 15, 2009
Identifying and Promoting Self-regulated Learning in Higher Education: Roles and Responsibilities of Student Tutors
The article reports on a case-study of learning and academic achievement in engineering education. Orals exams were used, interviews were conducted, and patterns of learning strategies were learned. Self-monitoring were utilized by successful students.The research literature, however, suggests that merely teaching self-monitoring skills does not necessarily make a difference
Updated: Nov. 18, 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
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
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.
Updated: Apr. 30, 2008
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.
Updated: Apr. 08, 2008
Examining mentors' practices for enhancing preservice teachers' pedagogical development in mathematics and science
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.
Updated: Mar. 18, 2008