Search results for: Mentors
Page 19/22 216 items
Teachers' Experiences of Mentoring on A Flexible Initial Teacher Education Program: Implications for Partnership Development
The paper explores school mentors' perspectives on their role in training student-teachers following an initial teacher education (ITE) program via a flexible learning route. The paper concludes by highlighting some implications for the role of the mentor on a flexible ITE program. It also highlights future evolution of the partnership between Goldsmiths College, University of London and the schools.
Updated: Apr. 30, 2009
To be effective, teacher education programs need to engage teachers in learning experiences grounded in classroom practice and guidance to develop as professionals. New web-based communication tools such as real-time video conferencing and blogs have the potential to improve the connection between universities and classrooms. An innovative course for new mentor teachers was designed to guide teacher learning, encourage collaboration, and support partnerships.
Updated: Apr. 20, 2009
Beginning teachers are confronted with many issues as they begin their teaching careers, issues, such as classroom management, individual differences, behavior problems, dealing with parents, and so on. In this article, the authors argue that the best approach to professional development is through a collaborative action research model. By extending the partnerships established between student teachers, mentor teachers and university supervisors during student teaching into the beginning teachers' career, many of the everyday problems can be confronted within a supportive network.
Updated: Mar. 30, 2009
Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Triad members (51 participants in total) rated a particular teaching performance in a lesson given by the student teacher.
Updated: Mar. 26, 2009
The study investigates the impact of intensive mentoring as an induction program component aimed at improving teacher quality in ways that link teaching to student engagement. The Atmosphere, Instruction/Content, Management, and Student Engagement (AIMS) measure of teaching practice was used to measure the impact of the intervention. Using a matched comparison group design, the study tested the effects on teaching practice of intensive mentoring.
Updated: Mar. 25, 2009
A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education
Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The call for more deliberate principal involvement in preservice arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today’s context of schooling. A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation.
Updated: Mar. 12, 2009
An Urban Schools-University Partnership that Prepares and Retains Quality Teachers for “High Need” Schools
This paper describes a full-time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. The program results indicated, among other things, that there was a 100% retention rate of interns in the teaching profession. Furthermore, there were significant growth in teaching interns' confidence, readiness, and self-efficacy regarding their abilities to teach successfully.
Updated: Mar. 11, 2009
The study described the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of 20 student teachers were described according to various kinds of teaching knowledge and skills. The data were further categorized as providing either support or challenge to student teachers' perceptions of learning to teach.
Updated: Mar. 02, 2009
The paper presents a reciprocal model of mentoring as an alternative approach to more traditional mentoring models. A mentor, experienced with online course delivery and pedagogy, worked with six online instructors over two academic terms within a reciprocal mentorship model. The model was designed to build a collaborative learning relationship which would benefit each partner. The mentoring was scheduled on a just-in-time basis in response to each online instructor's needs.
Updated: Feb. 02, 2009
More than A Place to Teach: Exploring the Perceptions of the Roles and Responsibilities of Mentor Teachers
The goal of this study was to shed light on mentor teachers' perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). The authors hypothesized that the mentor teachers' perceptions would likely differ from established conceptions of this construct. This difference has significant implications for mentor preparation and university collaboration.
Updated: Feb. 02, 2009