Search results for: Mentors
Page 15/22 216 items
Knowledge Construction and Personal Relationship: Insights About a UK University Mentoring and Coaching Service
The current article explores a mentoring and coaching service among UK university staff. For this purpose, the author interviewed 12 mentors/coaches and eight of their clients. The author examines the link between the construction of knowledge and personal relationship, considering the personal relationship both of mentor/coach with clients, and among mentors/coaches themselves. The author concludes by considering implications from the findings about mentoring and coaching.
Updated: Jan. 02, 2011
Teaching Together and Learning Together – Primary Science Student Teachers’ and Their Mentors’ Joint Teaching and Learning in the Primary Classroom
This article examines what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7–9. Throughout the process of teaching and reflecting together the student teachers and the mentors expressed several specific examples of their joint learning.
Updated: Dec. 03, 2010
This article provides an account of professional learning in action. The authors documented the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices.
Updated: Nov. 29, 2010
Beginning Teacher Success: An Investigation into the Feedback from Mentors of Formal Mentoring Programs
Teacher mentors of first-year teachers provided insight into those practices they viewed as essential for their success in the mentoring role. Specifically, they were queried about teacher involvement/support, staff development, administrative support and resource materials. Almost all of the mentor teachers believed a teacher mentoring program that had well-defined goals was necessary for retaining beginning teachers.
Updated: Oct. 19, 2010
Preparing Future Principals: Facilitating the Development of a Mentoring Mindset through Graduate Coursework
The author developed graduate course content that taught students the knowledge, skills and dispositions of protégéship in a principal preparation program, encouraging them to develop a mentoring mindset. The author required students to approach individuals to formally mentor them. Student responses to this assignment indicated their acknowledgement of mentoring needs, awareness of the need for preparation and recognition of the benefits of seeking a mentor. This research contributes to the thin region of literature on protégé preparation for mentoring.
Updated: Oct. 17, 2010
The goal of this study is twofold: 1) to capture differential frequencies of mentor teachers’ reflective moments, as indicators of different levels of consciousness in mentor teachers’ use and acquisition of supervisory skills during mentoring dialogues; 2) the authors explore methods for registering mentor teachers’ reflective moments in mentoring dialogues. 30 mentor teachers from primary education in the Netherlands were participated.
Updated: Sep. 07, 2010
The goal of this study was to determine the implementation and effectiveness of the components of two middle school induction programs. The effectiveness of the elements of these programs was examined through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher.
Updated: Aug. 24, 2010
Identity Formation of Teacher–Mentors: An Analysis of Contrasting Experiences Using a Wengerian Matrix Framework
In this article, the authors use Wenger’s matrix framework to analyze the experiences of two teacher–mentors. The authors also use this framework to interpret how the teacher–mentors’ identities are formed during the process of mentoring student–teachers. Factors that contribute significantly to the development of the teacher–mentors’ identity include the school culture, the ‘personalities’ of the other community members, and the influence of other relevant communities of practice.
Updated: Aug. 17, 2010
This article addresses how mentoring can move the student teachers' process of learning towards constructive teaching forms. The article focuses on how Sara, a cooperating teacher in Norway, encourages student teachers to start their student teaching by developing a mindset where seeing the kids is in focus.
Updated: Aug. 15, 2010
Exemplary Mentors' Perspectives towards Mentoring across Mentoring Contexts: Lessons from Collective Case Studies
This study examined the perspectives that mentors, who are considered exemplary in the field, exhibit towards mentoring in different mentoring contexts in the Israeli school system. These perspectives were examined from a variety of view points: The mentors themselves, their mentees, supervisors, school principals, and project leaders. The findings reveal that, despite the different contexts of practice, star mentors shared common perspectives towards mentoring in terms of educational ideologies and envisioned roles and practices, exhibited through the use of a similar professional language.
Updated: Aug. 03, 2010