Search results for: Mentors
Page 6/22 214 items
An Exploration of the Relationships between Mentor Recruitment, the Implementation of Mentoring, and Mentors’ Attitudes
This study examined aspects of mentor recruitment in relationship to the content and logistics of mentoring, mentors’ feelings of role conflict, satisfaction from mentoring, and their attitudes towards the need for matching mentors and new teachers. The results revealed that aspects of mentor recruitment were found to influence both mentoring dynamics and mentors’ attitudes and satisfaction.
Updated: Jul. 11, 2016
The purpose of this mixed-method study was to investigate professional development for mentors as a result of the mentoring process. The authors argue that providing professional development to teachers on mentoring can help to build capacity in two ways: quality mentoring of preservice teachers through explicit mentoring practices, and reflecting and deconstructing teaching practices for mentors’ own pedagogical advancements.
Updated: Jul. 03, 2016
The study explores the educational potential embedded in the question-asking strategy as a key mentoring resource when used between an experienced teacher educator and a novice teacher for the professional development of both. The findings reveal that the process of a reflective dialog through asking questions led to deeper analysis by the mentor and novice and effected a change in the paradigm of the novice–mentor relationship. This self-study serves as an example of a teacher educator’s readiness to examine more closely her own mentoring style and its effects on the novice, and to better understand the contribution of a reflective dialog to the professional growth of both novice and mentor teacher.
Updated: Jun. 26, 2016
The purpose of this study was to gain a deeper understanding of mentor preparation and learn more about how formal education can prepare mentors for their role. Therefore, questions were asked about why teachers participate in mentor education and their perceived learning outcome, as well as what parts of the programme they find valuable. The findings reveal that students in the mentor education programme seem to be intrinsically motivated, given that they enrolled in the programme without any benefit except from their own satisfaction. Furthermore, the programme provided the participants with concepts that made it possible to talk about mentoring. In addition, during the programme their focus changed from themselves and what to do to focus on the other and facilitating others’ developments. During the programme they became more confident in their roles as mentors.
Updated: Jun. 19, 2016
Trajectories of Mentors’ Perceived Self-Efficacy during an Academic Mentoring Experience: What They Look Like and What are their Personal and Experimental Correlates?
In this study, mentors matched with college mentees evaluated their self-efficacy nine times, during their participation in an academic mentoring program.
Updated: Jun. 05, 2016
The purpose of this study was to examine one mentor as she assisted three beginning teachers to shift their teaching practice to a more robust understanding of a high-leverage practice, discussion-based teaching. The mentor met each beginning teacher where they were in their development, and took on the authority to move each of them forward as they embraced features of a complex practice related to reform-based teaching. Rather than facilitating learning ordinary practices, this mentor provided an image of an exemplar. She provided an image of the possible as she helped beginning teachers learn the power of local knowledge from teachers who took on teacher educator roles, who pushed back against institutionalized norms of learning to teach alone or learning to teach the scripted curriculum.
Updated: Jun. 01, 2016
The purpose of this research was to explore perceived roles and responsibilities of professionals providing support for mathematics instruction in a large school district. The elementary mathematics leaders who completed the survey indicated a statistically significant lack of alignment between their current role and their idea of what should be their role as an elementary mathematics leader. Further, there were statistically significant differences on 24 of the 30 items between coaches’ actual roles and what they thought that their roles should include.
Updated: May. 03, 2016
The Influence of Teacher Education on Mentor Teachers’ Role Perception in Professional Development Schools
This article examines the influence of the pre-service training on mentor teachers’ role perception in the Professional Development Schools (PDS). The perceptions of the mentor teachers were examined regarding the influence of their teacher education as student teachers on their role perception in the PDS, and whether a difference exists between the perceptions of mentor teachers who were trained to teach via different approaches. The opinions of the pedagogical instructors were also examined, regarding their opinion on the difference between the role performance of Locals and Newcomers. The findings reinforce the fact that preparing mentor teachers is important, especially, if they mentor in a different context from that with which they were once familiar when students themselves.
Updated: Feb. 22, 2016
In this study, the authors investigated co-learning between cooperating teachers (CTs) and their preservice teachers (PSTs). Using frame analysis, the authors contrast three problems-of-practice addressed by 23 dyads: problems of developing novice teachers, problems of improving teaching, and problems of improving student learning. The authors describe ways in which knowledge became shared, actors assumed new roles, and new types of tools, activities, and forms of discourse emerged for contextualizing collective work. Based on this study, the authors propose three process measures: the quality of student discourse CTs and PSTs support, the quality of discussion among dyads about students’ ideas, as well as the quality of newly created or evolving social routines and tools.
Updated: Feb. 14, 2016
The goal of this article is to examine preservice teachers’ perceptions of their learning and teaching experiences in a mentor’s classroom during a year-long field-based placement in a high-need urban school. In addition, the authors sought to examine how the experiences contributed to their professional growth and development as future teachers. The findings indicate that preservice teachers placed in a year-long residency with a supportive mentor experienced a pedagogical fulcrum as they gained confidence while balancing their course learning, authentic involvement in the classroom, and praxis. Additionally, they navigated the tributaries of professionalism as they transitioned from student to educator. The findings suggest that preservice teachers benefited from mentors who were able to help them implement their course learning, and explained the nuances of their pedagogical approaches.
Updated: Dec. 16, 2015