Search results for: Participant satisfaction
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Field experiences aim at immersing student teachers in authentic work tasks and conditions of teachers. However, specific psychological needs of the teaching workforce are not considered when studying the fulfilment of student teachers’ psychological needs. This paper proposes a four-dimensional theoretical framework incorporating both basic and specific psychological needs. A diary study is presented, which measures the fulfilment of the hypothesised needs at five intervals during a ten-day field experience. The average fulfilment rates and development trends show differences among the four dimensions, suggesting the presence of lower- and higher-order needs. Significant correlations between need fulfilment and success indicators, such as learner satisfaction, learning gain, teacher self-efficacy and level of self-reflection, are also found. The results highlight the relevance of high rates of need fulfilment right from the start of the field experience.
Updated: May. 13, 2021
The purpose of this study is to determine whether mentor intervention styles influence benefits gained by novice entrepreneurs through their mentoring relationship. Specifically, this study aims to test the proposal by Gravells (2006) that mentoring is optimized when the mentor exhibits both a maieutic approach and significant involvement in the relationship. The results confirm the proposal by Gravells (2006) to the effect that low directivity combined with a high level of mentor involvement in the relationship is likely to generate greater positive outcomes for the mentee. Conversely, a directive style with a low level of involvement leads to poorer results for the mentee, which also suggests that this type of mentoring relationship may be detrimental.
Updated: Dec. 14, 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
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
This article presents the results of a mixed-methods study investigated recent graduates’ perceptions of their preparation program. The highest levels of preparation and confidence were found in the areas of professionalism, behavior management, and instruction. The lowest levels of preparation and confidence were noted in transition and teaching students whose first language was not English.Participants reported that early clinical experiences and student teaching were the most beneficial components of the program.
Updated: Feb. 19, 2014
In this article, the authors examined the relationship between mentees’ perceptions of success with the mentoring relationship, and their achievement of the intended outcomes of the program. To examine the complexity of the relationship that can exist between students' satisfaction and students' learning, the authors report data from their own work with high school social studies students. Analysis of survey and interview data collected from mentees showed that they appreciated different experiences than those that led to the outcomes intended by the program designers.
Updated: Jun. 18, 2012
This study aimed to explore student teachers’ views regarding 1) the efficacy and the applicability of a brief teacher education programme in certain counselling skills; and 2) its impact on their competence to adequately apply a SEL intervention programme in their classrooms. The authors consider that the results of this study highlight the need for applying inservice training in counselling skills for teachers.
Updated: Jan. 02, 2012
Professional Development at a Distance: A Mixed-Method Study Exploring Inservice Teachers’ Views on Presence Online
This article examined surveys from online courses that used a unique 5-week distance learning model designed for K–12 educators. This mixed-method study examined the concepts of presence, online interaction, participant satisfaction, and the impact of this online professional development experience on teaching. The findings illustrate a unique portrait of teacher, social, and cognitive presence as they related to this online professional development experience. The authors conclude that the data supports that the online learning environment, quality of instruction, interactions and resources, and design of the model contributed to participant learning and overall satisfaction with this online professional development experience.
Updated: Aug. 23, 2011
The article explores on-the-job professional development programs. The authors suggest that the higher the control teachers have over professional development, student learning and resemblance to typical teaching culture in classrooms, the more beneficial the programs are for teachers. The authors also discuss the factors affecting teachers' satisfaction with instructional programs.
Updated: Mar. 31, 2008