International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Mentors
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216 items
211
Successful mentoring programs are defined by many mentor functions and benefits for the students. The article explores the issue of tensions between a mentor's inclinations toward mutuality and advocacy of his protégé, and his ethical obligation to objectivity and service as gatekeeper on behalf of the profession.
Published: 2008
Updated: Feb. 12, 2008
212
Optimal reciprocity in mentor-protégé relationships depends largely on contextual factors. The article discusses three examples of contextual variables that can affect reciprocity: the academic research apprenticeship, gender, and culture. The authors argue that mentors' expectations of reciprocity necessarily must be adjusted in order to achieve ethical mentoring within these contexts.
Published: 2008
Updated: Feb. 12, 2008
213
Ethical issues pertaining to mentor-student relationships are explored in this articles. These focus on multiculturalism contexts pertaining to race and ethnicity, religion, gender and sexuality, age and ability. Authors make recommendations regarding culture and mentoring.
Published: 2008
Updated: Feb. 12, 2008
214
The article describes a study conducted with biology and chemistry student teachers regarding their perceptions of written appraisals by mentors observing their teaching. The data collected used the same open questions at three points in the course, and compared mentors appraisals from mentors who received only general training and those written by mentors trained in topic-specific pedagogy.
Published: 2007
Updated: Jan. 16, 2008
215
Interviews with outstanding cooperating teachers focused on exploring their belief on teacher vision, and what makes a good teacher. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience.
Published: 2007
Updated: Dec. 27, 2007
216
This report investigates mentoring from the perspectives of 7 experienced secondary public school teachers from four different school districts in Oklahoma.The experienced teachers benefited from the mentoring process and their mentoring experiences in two important areas. At the professional level, the teachers gained a sense of self as professional educators. At the personal level, these teachers identified mentoring as a process that worked in almost any situation; in addition, they recognized that conversing about concerns with a knowledgeable colleague was a workable solution for solving issues. Reprinted by permission of the publisher.
Published: 2007
Updated: Dec. 17, 2007