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1.
Drawing on data from twenty-three US, UK, and Chinese mentor teachers, this study explores the relationship between contexts of mentoring and mentoring practice. It discusses learning opportunities created by mentoring in different contexts for novices to learn to teach. Through comparative analysis, it finds that mentoring practices show greater differences across programs and countries than within. This is the case even when mentors are practicing or moving toward practicing a kind of teaching as expected by education reformers. These differences are reflected in mentors’ beliefs about what novices need to learn, their interaction patterns and foci with novices. Three instructional contexts in each setting shape such differences: structure of school curriculum and assessment, organization of teaching and mentoring, and student population. These findings suggest that the reform-minded teaching practice that mentors developed does not necessarily guarantee the effective mentoring that supports teacher learning and teaching reform. Teacher educators should pay attention to the influences of instructional contexts on mentoring and the kinds of learning opportunities that mentoring creates for novice teachers in different contexts. When designing mentoring programs and arranging mentoring relationships, teacher educators need to consider how to restructure school contexts and help mentors learn how to mentor.  相似文献   

2.
In our study, we examined variation in mentoring aspects of an induction program for 77 novice teachers and associations with self-efficacy, reflection, and quality of student–teacher interactions. Mentors’ previous experience and full- vs. part-time status predicted novices’ perception of support, reflection, and observed student–teacher interactions. Time spent with a mentor, participation in mentor-facilitated professional development activities and the quality of mentors’ interactions with novice teachers were related to novice teachers’ perceptions of mentoring success, self-reflection, and efficacy. The data in our study add to the growing research suggesting the need to look within the mentoring experience to more fully understand the working mechanisms and important contributors to their success.  相似文献   

3.
A positive mentor–mentee relationship is essential for the mentee’s development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor–mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a mentoring professional development program, (b) nineteen mentor teachers with written responses and audio-recorded focus groups, and (c) two pairs of mentors and mentees with audio-recorded interviews. Findings revealed that positive relationships required the achievement of trust and respect by sharing information, resources, and expectations and by being professional, enthusiastic, and supportive with collaborative problem-solving. A model is presented that outlines ways in which mentors can form positive mentor–mentee relationships.  相似文献   

4.
The purpose of our study was to determine the extent to which differences in a mentor model for science and mathematics teachers accounted for variances in mentoring effectiveness and persistence rates of teachers. School district designee, mentor, and teacher perceptions of mentoring support were collected through the use of interviews and surveys and analyzed using the grounded theory approach and open coding. Findings revealed that teachers and mentors recommended that future mentor models provide strong support and more face-to-face meetings. The most common change mentors made was that they incorporated new strategies into their teaching. Findings offer insight for structuring mentor models to increase effectiveness and persistence of teachers and build the capacity of mentors.  相似文献   

5.
The purpose of this study is to examine the similarities between mentor teachers’ espoused theories and theories-in-use. Semi-structured interviews were conducted with 16 mentor teachers to investigate their perceived mentoring roles prior to the placement. Their seven pre-service teachers were also interviewed at the end of the practicum to explore their ideas and evaluation of their mentors’ mentoring practices. The findings suggest that 14 mentor teachers did put into practice their ideas regarding their roles. However, only two mentor teachers appeared to act against their espoused theories. Implications for practice are discussed.  相似文献   

6.
Mentoring pedagogical knowledge is fundamental towards developing preservice teachers’ practices. As a result of a train-the-trainer mentoring programme, this study aimed to understand how mentors’ engagement in a professional development programme on mentoring contributes to their mentoring of pedagogical knowledge practices. This qualitative research analyses the mentoring of pedagogical knowledge from six paired mentor teachers and preservice teachers (n=12) after a four-week professional school experience. Findings indicated that the train-the-trainer model was successful for mentoring pedagogical knowledge on 10 of the 11 advocated practices. This suggested that a well-constructed professional development programme on mentoring can advance the quality of mentoring for enhancing preservice teachers’ practices.  相似文献   

7.
While studies have shown that mentoring is central to new teacher development, few investigations have examined what mentors learn about themselves as mentors. The purpose of the study was to illuminate mentor learning. The article reports on two case studies that investigated the development of mentoring expertise over a two-year period. During this period, the two mentor participants were engaged in a professional development intervention focused on fostering mentoring expertise. Data sources included transcribed professional conversations, interviews and action research documentation. Analysis of these data found that despite good intentions, mentors’ preconceptions of their role were difficult to change. Where substantive change was evident, there was a conceptual shift from a focus on mentee and student learning to include mentor learning. The study suggests that the development of mentor expertise is complex and cannot be assumed. The complexity associated with letting go of deeply ingrained beliefs and practices to develop mentoring expertise is illuminated in the dynamic interaction between the school context, the mentor’s preconceptions and re-conceptualisation of their role along with the on-going assessment of professional learning opportunities.  相似文献   

8.
Drawing on the sociocultural theoretical (SCT) perspective, we offer a microgenetic analysis of mentor–mentee interactions in the context of pre-service teachers’ practicum in a Master’s program for Teaching English as a Second Language (TESL). Following two pairs of mentors and mentees, we analyze audio-recorded interactions and interviews and examine in depth how mediation occurs during mentoring and how such mediation assists the mentees in learning to become teachers. Our findings show that mentors’ mediation is dynamic and contingent upon the context in which mentoring occurs and that the quality and character of mentor–mentee interactions during goal-directed activities is a critical feature of promoting the mentees’ learning. Responsive mediation especially plays a key role in promoting the mentees’ cognitive development, and it is an essential component of effective mentoring. This calls for a more SCT-informed approach to conceptualizing mentoring and training mentors in practicums.  相似文献   

9.
Although the importance of mentor teachers in clinical teacher preparation is well established, few researchers explore the social identity development of these individuals. Through our study we contribute to the body of research by exploring mentor teachers’ social identity development through the concept of Apprenticeship of Observation – specifically, how they felt their own mentoring experiences influenced their approaches to mentoring. The multi-case study includes findings about mentoring beliefs and practices during the laboratory school component of an Alternate Route to Licensure program. Incorporating semi-structured interviews and video analysis, the findings demonstrate how four mentor teachers’ prior experiences as mentees – including Alternate Route to Licensure, traditional teacher preparation programs, and inservice teaching – influenced their interactions with teacher candidates as mentors. Recommendations for practice and implications for future research are provided.  相似文献   

10.
In order to improve student achievement, school systems must provide new teachers with support to become effective teachers more quickly. Educators frequently use mentoring to support new teachers and reach the goals of improved classroom performance as well as teacher retention. The intention in this study was to provide insights into the mentoring of beginning teachers working in the middle grades. In this exploratory case study, three elements of a mentoring model deemed necessary for the implementation of effective mentoring for middle school teachers are presented. First, the mentor must forge a trusting relationship with the new teacher. Second, the mentor must support and guide the new teacher in creating a classroom environment that is supportive of learning. Third, the mentor must be able to support and guide the new teacher in instructional strategies appropriate to the content and context of the classroom. Furthermore, this research highlighted a need for mentors to receive ongoing training in classroom management, instructional practices, and relationship building in order to remain effective mentors. Without effective trained mentors programs will fail to meet their goals of improving instruction and retaining teachers past their induction year.  相似文献   

11.
Mentoring of new teachers is generally examined from the viewpoint of the mentees. In the present study, mentoring is explored based on reports from mentors within the context of the Israeli induction program. Recruitment variables (selection and training) were examined in relation to mentoring implementation (frequency, initiation, regularity, and content), and mentors’ perceptions and attitudes (towards matching, role conflict, and the mentoring experience). The relationships of gender and school level to implementation and attitudes were also examined. Data were collected by a questionnaire from a national sample of 118 mentors and through in-depth interviews with 14 mentors. Findings indicate that mentor selection, training, gender, and school level can have important implications for how mentors function and how they perceive mentoring.  相似文献   

12.
In this article I examined the professional identity development of five mentor teachers in a year-long, clinically rich teacher residency partnered between a university-based teacher education program and schools in a southern state of the United States. Qualitative data were collected through classroom observation and individual semi-structured interviews with a focus on participants’ mentoring activities and the ways they enacted and described their identities. Participants came to new mentoring beliefs and practices as they navigated the residency and developed a multifaceted identity to mediate their learning to become mentors and teacher educators. Implications for mentor teacher professional support, teacher preparation, and future research were discussed.  相似文献   

13.
The popularity of assigned or forced same-gender and cross-gender matches between school mentors and student teachers has heightened concerns regarding the ethical and/or unethical behaviours of mentors. In this article the authors present the findings of a crosssectional survey study on the prevalence of ethical and/or unethical behaviours of school mentors in forced same-gender and cross-gender matches from the perspective of their student teachers in Malawi’s Initial Primary teacher education mentoring programme. The study was grounded in a positivist paradigm and a quantitative approach was followed. A structured questionnaire was dropped to and picked up from a census sample of 616 student teachers who were attached to 92 school mentors in 92 primary schools by one of the Primary teacher training colleges in Malawi. Univariate and bivariate analysis using SPSS version 20.0 was employed to analyse the quantitative data. The results revealed that school mentors in forced same-gender as well as in cross-gender matches exhibited more unethical than ethical behaviours to their student teachers; and that their unethical behaviours were graver in demonstrating deontological responsibility such as using their power and authority to expose student teachers to risky conditions. The study also found no significant difference in ethical and/or unethical behaviours of mentors in forced same-gender and cross-gender matches. Overall, the results supported the need for careful mentor selection; regular mentor development opportunities; and regular monitoring of the mentoring processes.  相似文献   

14.
Using survey data on the third cohort of scholarship recipients in the Washington State Achievers (WSA) program, this study first examined how the assignment of college mentor and student engagement in mentoring vary based on student and institutional characteristics and then examined the relationship between mentor assignment and different mentoring aspects of the WSA program and student persistence in college. The results from this project indicated that Asian American students were more likely to have an assigned college mentor and that Hispanic students were more likely than White students to turn to their college mentors for support and encouragement and had a higher level of perceived importance of their overall experiences with mentors. Among all WSA recipients, having an assigned college mentor was positively related to the probability of persisting in college; among those who had an assigned college mentor, the probability of persisting was positively associated with the extent to which the recipients turn to mentors for support and encouragement and with their perceived importance of experiences with mentors.  相似文献   

15.
As the prevalence of mentoring programs in higher education institutions continues to grow, there remains little research on the growth and development that comes from serving as a mentor. In this phenomenological study, the researchers examined college students’ personal and educational gains through serving as mentors to high school students in a work-study mentoring program for increasing college access. Drawing on interviews with 14 mentors and other program staff, the researchers examined the following research question: In what ways did student mentors in the G-Force Mentoring Program grow and develop as a result of their mentor experience? Findings included mentor growth in three key categories: (a) self-development and awareness, (b) skill development, and (c) career development. Implications for practice and future research are offered.  相似文献   

16.
A dilemma within computer science departments is developing sustainable ways to expand capacity within introductory computer science courses while remaining committed to inclusive practices. Training near-peer mentors for peer code review is one solution. This paper describes the preparation of near-peer mentors for their role, with a focus on regular, consistent feedback via peer code review and inclusive pedagogy. Introductory computer science students provided consistently high ratings of the peer mentors’ knowledge, approachability, and flexibility, and credited peer mentor meetings for their strengthened self-efficacy and understanding. Peer mentors noted the value of videotaped simulations with reflection, discussions of inclusion, and the cohort’s weekly practicum for improving practice. Adaptations of peer mentoring for different types of institutions are discussed. Computer science educators, with hopes of improving the recruitment and retention of underrepresented groups, can benefit from expanding their peer support infrastructure and improving the quality of peer mentor preparation.  相似文献   

17.
The purpose of our study was to examine mentors’ conceptualizations of mentoring residents (preservice teachers) in a teacher residency program. Understanding the nuances of mentoring in a year-long placement in a mentor’s classroom may further illuminate mentoring in this context. In this qualitative, longitudinal study, we used constant comparative analysis to allow the data to drive recurring patterns and ideas linked to real-life situations and values coding to examine mentors’ conceptualizations of mentoring in a residency program. Residents enrolled in the federally-funded Teaching Residency Program for Critical Shortage Areas program were placed in a high-need urban secondary school for a year-long clinical experience to work alongside mentors, who had a non-evaluative role. By examining mentors’ conceptualizations of mentoring in this particular context, our data reveal aspects of their agency that reflected three main themes: (a) professional altruism, (b) extant knowledge, and (c) resident as stimulus. Our findings add to the research on mentoring by illuminating the voices of mentors to describe how they conceptualized mentoring and to further examine their motivations for mentoring, contributions to the mentee, and professional gains.  相似文献   

18.
The role of teachers is becoming increasingly important in advancing student learning outcomes. This article discusses one area that is still in need of significant reform in Albania: the induction and mentoring of new teacher-candidates. Based on a mixed-method study involving 275 Albanian teachers and mentors, it provides insights into the benefits and challenges of current practices. The study identifies a number of key areas in need of improvement, including: the selection of mentors; professional training for mentors; communication among different stakeholders; and overall planning and coordination of mentoring services. These issues are discussed within a wider European policy context that situates mentoring as an important component of teachers’ ongoing professional development.  相似文献   

19.
Fundamental for mentoring a preservice teacher is the mentor’s articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for teaching. Mentoring is haphazard; consequently, mentors need a pedagogical knowledge framework and a repertoire of pedagogical knowledge strategies to guide a preservice teacher’s development. Yet, what are strategies for mentoring pedagogical knowledge practices? This qualitative research investigates mentoring strategies assigned to pedagogical knowledge from 27 experienced mentor teachers. Findings showed that there were multiple strategies that can be linked to specific pedagogical knowledge practices. For example, mentoring strategies associated with planning for teaching can include co-planning, verbally reflecting on planning with the mentee and showing examples of the mentor teacher’s planning (e.g. teacher’s plans, school plans, district and state plans). This article provides a bank of practical strategies for mentoring pedagogical knowledge practices to assist a preservice teacher’s development.  相似文献   

20.
While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors’ role in developing novices’ content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content mentors identify as knowledge/practices needed for subject-specific mentoring? How is subject-specific mentoring enacted? What complexities arise? We found: (a) developing novices’ content teaching is a distinct mentor role; (b) a knowledge/practice base, with mentor’s pedagogical content knowledge and knowledge of content-specific assessment most frequently reported; and (c) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students’ disciplinary thinking, and tensions between content-focused and socio-emotional mentor roles.  相似文献   

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