Search results for: Mentors
Page 5/22 216 items
“We Were Told We’re Not Teachers … It Gets Difficult to Draw the Line”: Negotiating Roles in Peer-Assisted Study Sessions
In this article, the authors explore how relationships between peer facilitators and students in a Peer-Assisted Study Sessions (PASS) program impacted on education students as independent learners. The findings reveal that PASS participants discussed experiences of the program, revealing tensions between what students and facilitators felt should happen in PASS, and how they acted differently. The authors conclude that they recognize the importance of training that focuses on facilitating student-centered sessions, which address study skills and deepen understanding of course material. Facilitators could be encouraged to work collegially in generating a range of activities that promote active learning for PASS participants.
Updated: Oct. 09, 2016
Service Learning: A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families
This paper provides a description of service learning implemented in a course entitled 'Working With Socioculturally Diverse Families' for teacher education candidates. Students participated in 30 hours of service learning in which they provided support and service to diverse mentor families and implemented family events at participating schools. Students reported learning about the dynamics of family diversity, how family resources and backgrounds influence children's school success, and how family involvement should be viewed as a continuum given the diverse priorities and resources of families.
Updated: Oct. 05, 2016
In this article, the authors analyze the daily roles of literacy coaches in three schools in one urban US school district. The authors explore how coaches’ responsibilities are shaped by the everyday realities of their school contexts. Further, they discuss how coaches manage those realities through the relationships that they build.
Updated: Sep. 28, 2016
Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching
The purpose of this study was to explore differences in mentoring across three dissimilar clinical settings: student teaching, early field experiences, and entry year teachers. The findings suggested a wide range of Pedagogical Knowledge across all three clinical settings. In each of the three clinical settings, the mentors perceived their roles to be different. Furthermore, two key differences influenced mentoring across these three clinical settings. The first was the amount of interaction time. The second difference was the degree to which the mentor understood university expectations.
Updated: Sep. 28, 2016
The purpose of this study was to examine the impact of an induction programme, based on individual mentoring, had on Education for Sustainable Development (ESD) teaching for both novice teachers and their mentors in primary schools. The results point towards mentoring as a meaningful and effective approach to teacher education for ESD with potential for integrating forms of professional learning communities. The novice/experienced teacher mentoring relationship developed within the ESD induction system implemented during this research highlights the positive implications for both the novice teachers and the mentors. Mentoring can promote teacher interaction and provide a supportive and challenging forum for both intellectual and affective interrogation of practice.
Updated: Sep. 22, 2016
Research Capacity-Building with New Technologies within New Communities of Practice: Reflections on the First Year of the Teacher Education Research Network
The present article focuses on a virtual research environment (VRE) and how it facilitated the networking of teacher educators participating in an Economic and Social Research Council-funded research capacity-building project. The authors argue that three main factors affected the use of the VRE, and in particular its wiki tool: the individual’s motivation to learn and to engage with (more) new technologies; the emerging dynamics of each research group as they developed shared working practices; and the institutional climates, which supported or discouraged the individuals’ engagement with both the technology and a regional Teacher Education Research Network that used this technology.
Updated: Sep. 04, 2016
The purpose of this study was to examine the attitudes of mentors, mentees, and principals pertaining to the first year of mentoring in an induction program. The findings revealed that principals noted little concern with program components and appeared the most satisfied with the mentoring program as a whole. Subsequently, mentors had more positive attitudes than did mentees across grade span, and mentees at the elementary school level had the most positive attitudes among all mentees across grade span. In addition, it was most important to elementary school teachers to participate in mentoring, and also to observe veteran teachers as part of their mentoring activities.
Updated: Aug. 30, 2016
The purpose of this study was to examine the effectiveness of a program for children and young people who were bullied or at-risk of being bullied with older student mentors. The results revealed that mentored students reported higher levels of bullying and life satisfaction, and statistically significant higher levels of school satisfaction than the comparison group at the end of the school year. These findings suggest that the program was able to facilitate a relationship which made mentees feel better about school.
Updated: Aug. 09, 2016
Co-teaching Through Modeling Processes: Professional Development of Students and Instructors in a Teacher Training Program
This article presents a unique model of instruction based on co-teaching carried out in the framework of the practice teaching program intended for third year college students. The program was showing the students the pedagogical importance of teaching and involving them critically in ways to improve. The results showed that the students, with the help of the instructors’ modeling of teamwork, succeeded in overcoming many of the conflicts revealed and the difficulties experienced during the shared work training and co-teaching processes. Throughout the program, the students observed the modeling of co-teaching of the instructors from two different areas of expertise, special education and general education, and they and the instructors thus could address many issues evolving from the process.
Updated: Aug. 01, 2016
The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring
In this case study, the authors examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors.
Updated: Jul. 31, 2016