Search results for: Mentors
Page 7/22 216 items
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
Collaborative Application of the Adaptive Mentorship© Model: The Professional and Personal Growth within a Research Triad
This article aims to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master’s level student who served as research assistants (RA). The authors believe the establishment of the mentoring culture facilitated the identification of individual needs within the triad, which in turn allowed for increased confidence, adaptive support, and appropriate skills development necessary for all members to contribute to the successful completion of the project. The authors concluded that the application of the model to graduate RAships with multiple participants might lead to enhancement of working environments and professional growth due to multiple contact-points and exposures to specific tasks or skill-sets around which the work is organized.
Updated: Dec. 06, 2015
The purpose of this article is to explore how mentors can act as change agents for social justice. It examines mentors’ roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment. The findings reveal that LLS mentors and trainee teachers are uncertain about their roles. In the UK and several countries, mentoring is dominated by an instrumental assessment-focused approach, whereby social justice is marginalised. In contrast, what the authors call social justice mentors establish collaborative democratic mentoring relationships, create spaces for critical reflection, support trainees to experience different cultures, develop inclusive critical pedagogies, and generally act as advocates and foster passion for social justice.
Updated: Nov. 11, 2015
The purpose of this article is to explore why mentoring is preferred over coaching when supporting pre-service teachers, compared with other stages in a teacher’s career where coaching is more readily available. The findings point towards an imbalance in the use of mentoring and coaching within education, with a particular underuse of coaching for pre-service teachers. Some mentoring interventions are founded on a deficit model; therefore mentors of pre-service teachers could be helped and supported to make greater use of a mentor-coach integrated asset-based approach, which encourages the use of reflection and self-directed learning.
Updated: Nov. 02, 2015
The purpose of this article is to relate the action research of a student teacher. Four strategies that encouraged positive changes during the student teaching semester are examined and discussed: Positive self-talk and journalizing; Talking with supervisor, mentor and peers; student teacher Videotapes herself and finding humor in her experiences. In conclusion, the participant's practice improved tremendously after the 3rd week, and she successfully completed her student teaching experience. Her story unveils critical implications for teacher educators in the role as mentors and supervisors.
Updated: Oct. 19, 2015
The goal of this article is to examine diversified mentoring relationships (DMRs) at a mid-sized Midwestern state university (MMSU) in the USA. The author conducted semi-structured interviews with 14 MMSU faculty members and professional personnel who comprised seven diversified mentoring dyads. The author used a thematic analysis of the data, grounded in the literature on developmental relationships and relational dialectics theory (RDT). The findings reveal tensions that diversified mentoring dyads experienced, as well as communication strategies that dyad members used to manage these tensions.
Updated: Sep. 21, 2015
This article examines the three perspectives of employers, academics and employees during work based learning (WBL) programmes at undergraduate level. The participants mentioned several characteristics which could contribute to a successful partnership: trust, the exchange of cultural values, communication and collaboration.
Updated: Sep. 16, 2015
This study aims to examine the development of an unintended mentoring relationship between researchers and participants during a longitudinal, qualitative study. It highlights the opportunity for teacher preparation to serve as a bridge to close the gap in learning between the relatively theoretical world of teacher preparation and practical world of classroom teaching. Two larger themes emerged from the findings: (1) the importance of trust in supporting beginning teachers; and (2) the researcher as a bridge between learning and teaching.
Updated: Sep. 10, 2015
This study investigates how iPhones® have been used by preservice students, supervising teachers and teacher educators to provide formative assessment to preservice teachers on practicum. Data from an action research project showed improvement of practicum experiences for mentors and preservice teachers. Results indicate that there is strong support for the use of mobile devices as a means to support supervising teachers in their decision-making processes.
Updated: Aug. 03, 2015