Search results for: Supervisor supervisee relationship
Page 1/3 25 items
In this article, the authors describe a pilot mentoring program which includes the under-representation of female researchers in senior academic positions by supporting early career development for young academics at two faculties at a Danish university. The authors analyze the benefits of mentoring to postdoc female researchers’ career, to the mentees, and to the higher education institution. The implementation of the structured mentoring program demonstrates a level of institutional support that helped strengthen self-confidence and individual development, and provided access to experienced researchers’ knowledge about career planning and integration in the research environment.
Updated: Aug. 08, 2017
Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher’s Pedagogical Content Knowledge Development
The purpose of this study is to describe the strategies used by a highly regarded, secondary biology mentor teacher to foster a preservice biology teacher’s pedagogical content knowledge (PCK). In this study, the mentoring was exclusively focused on beliefs about effective science teaching and how students’ learn science. The mentor teacher helped preservice teacher understand why he should teach in particular ways. The mentor also helped the mentee develop his topic-specific knowledge of students’ understanding of science by discussing common misconceptions revealed in students’ conversations and examination responses. She modeled ways for the mentee to access students’ misconceptions.
Updated: Jul. 04, 2017
Student Teachers’ and Mentor Teachers’ Perceptions and Expectations of a Mentoring Relationship: Do They Match or Clash?
This study investigates mentor teachers’ and student teachers’ perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. The findings revealed that emotional and academic support, an open line of communication and feedback were regarded as key elements of a positive mentoring relationship by both parties. However, a key difference was shown in the participants’ perceptions toward the impact of the mentoring relationship on student teachers’ identity. The research found that student teachers considered the impact of the mentoring relationship on their identity development to be highly significant, whereas only three mentor teachers held this view.
Updated: Jan. 11, 2017
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
Pushing too Little, Praising too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor
The purpose of this study is to shed light on the causes of communication difficulties and misunderstandings between Western supervisors and Asian students in relation to their cultural and educational differences. The authors analyzed three implicit misunderstandings in this study occurred due to mismatched and unspoken expectations about the learning goals and learning behaviors between the supervisor and the student, largely reflecting their educational and cultural background differences. The learning patterns they previously had developed became a natural source for them to understand the teaching and learning of international education in the beginning.
Updated: Dec. 04, 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
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 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 paper reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The findings indicated some changes in the supervision styles of the participating cooperating teachers toward educative supervision. First, the percent of speech given by the student teachers in the post-lesson conferences increased after the discussion of educative supervision in the program. Secondly, the amount and depth of talks on mathematics pedagogy increased. Thirdly, the cooperating teachers moved away from conveying their feedback directly to the student teachers; they started asking more open-ended questions to have the student teachers reflect on their teaching.
Updated: Apr. 15, 2015
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