Search results for: Mentors
Page 9/22 216 items
Pre-service Teachers’ Sense of Efficacy: Relationship to Academic Ability, Student Teaching Placement Characteristics, and Mentor Support
This study was designed to examine elements of teacher preparation programs that may be related to pre-service teachers’ sense of efficacy. This study found that the academic measures, such as GPA at graduation and Praxis scores, were not significantly correlated to TSES total score. The results also show that pre-service teachers’ perceptions of support during student teaching had a significant moderate correlation to the TSES scores.
Updated: Jan. 13, 2015
In this article, the authors use recent empirical research into the school-based mentoring of student teachers to describe three conceptions of mentor teacher roles and responsibilities. The article describes the following roles that include a consideration of the mentor teacher as (1) instructional coach, (2) emotional support system, and (3) socializing agent.
Updated: Dec. 22, 2014
To evaluate the impact of the emergent national teacher performance assessment (TPA) on student teachers (STs), this study examined a pilot implementation at one university in Washington State during Spring 2011. The findings reveal that there are some potential benefits to the TPA that may positively affect student and teacher learning. The finding show that STs report greater levels of reflection enabling them to better focus on student thinking. Similarly, university supervisors see the TPA as an opportunity to shift the analysis of teaching episodes to the ST, thereby developing more complex pedagogical thinking in teacher candidates.
Updated: Nov. 12, 2014
This article is based on the experience gained with an online learning community developed as part of a pilot project that followed a national research study of in-service career and technical education (CTE) administrators and teachers. The authors summarize the most salient points when designing a learning community website, the following features need to be in place to promote interaction: clarify the goals of the website, its function and limitations; ensure privacy from the outside and a psychologically safe environment; ensure that community members understand the features of the website; structure authentic learning tasks, dialog, and posting activity to match the goals of the course; a facilitator or moderator should encourage and reinforce the initial postings, especially from novices; encourage threaded discussion groups to form according to problem topic or academic area; and activities will need to have time limits.
Updated: Oct. 28, 2014
The Potential of Communities of Practice as Contexts for the Development of Agentic Teacher Leaders: A Three-Year Narrative of One Early Childhood Teacher's Journey
This article uses an explanatory narrative of participation and transformation across two consecutive early childhood communities of practice to chronicle the evolution of a teacher leader, Michelle. This narrative illustrates how the continuity of experience spawned her development from apprentice toward an agentic teacher leader, characterized by an ethical ideal, disposition of lifelong learner, and participation in joint endeavors. The authors reveal how Michelle constructed and reconstructed her leadership roles through individual and collective inquiry grounded in daily practices.
Updated: Oct. 26, 2014
Teacher Education Graduates’ Choice (not) to Enter the Teaching Profession: Does Teacher Education Matter?
The current study identifies the predictors of teacher education graduates’ choice on job entry. The participants were 217 student teachers (subsequently graduates) of integrated teacher training for secondary education. Results indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences between graduates who entered and those who did not enter the teaching profession.
Updated: Oct. 21, 2014
The purpose of this study is to investigate the idiographic roles of mentors who supervise student teachers in distance-learning pre-service teacher education programs during practicum. The findings of the study revealed that the cooperating teachers identified the following tasks as their mentoring responsibilities: ‘Providing facilitative information to enhance classroom performance’, ‘Giving constructive feedback on teaching performance’, ‘Helping student teachers form a professional identity and become aware of their professional development’, ‘Providing moral support’, ‘Facilitating socialization of the student teacher’, ‘Scaffolding lesson planning’, ‘Willingly offering facilitative information’, ‘Helping students to use and understand observation forms’, ‘Preparing for the mentor role’ and ‘Interacting with other cooperating teachers’.
Updated: Sep. 29, 2014
This article examined the properties of a new induction measure (Langdon Induction and Mentoring Survey [LIMS]) using quantitative and qualitative approaches. The sample included 273 participants: beginning teachers, school-appointed mentor teachers, classroom teachers, and school leaders from public schools in New Zealand. The authors argue that the LIMS serves to address the significant gap between the need and the availability of viable measures of induction and mentoring programmes for beginning teachers. The LIMS was found to be psychometrically sound for this sample. In addition, this analysis indicated that significant differences were found in perceptions of programme quality between the school leaders and teaching staff, with school leaders demonstrating the highest positive responses and the classroom teachers the lowest positive responses.
Updated: Apr. 02, 2014
Navigating the Terrain of Third Space: Tensions With/In Relationships in School-University Partnerships
The authors wanted to understand the challenges hybrid teacher educators face in efforts to foster third spaces in partnerships. They investigated the ways university-based teacher educators foster and mediate relationships to work toward a collective third space. The authors investigated the relationships encountered in partnership contexts, challenges and tensions faced in these relationships, and ways they negotiated tensions and worked to overcome impediments to developing third space over time. In addition, the authors propose a framework for moving beyond traditional notions of oppositional triadic relationships of student teacher, mentor teacher, and supervisor in recognition of complex social ecologies in the third space.
Updated: Feb. 25, 2014
This article presents literature review that describes a systematic analysis of 113 empirical studies conducted between 1996 and 2009. This review portrays a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils’ diversity. The review shows that the individual relationships between mentors, supervisors, and preservice teachers were attended by tension and conflicts ensuing from different interests, educational philosophies, and status differences that were not bridged.
Updated: Feb. 18, 2014