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关于高校实行青年教师导师制的调查与思考 总被引：5，自引：0，他引：5
笪良国 《阜阳师范学院学报(社会科学版)》2005,(3):109-110
围绕“青年教师的教书育人和业务水平”这一主题,通过在安徽省18所实行青年教师导师制和12所未实行青年教师导师制高校的调查,分析了在青年教师培养过程中实行导师制的必要性,提出了加强和完善青年教师导师制的具体措施。 相似文献
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当前,各中医院校已经广泛开展青年教师导师制工作。青年教师导师制的实施有利于促进青年教师专业发展,有利于形成合作型团队。中医院校运用青年教师导师制的特色之处在于对传统"师承"模式的沿袭和对青年教师中医美学素养的培育。为推进青年教师导师制的有效实施,可以强化激励机制,健全导师制考核的评价指标体系。 相似文献
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吕道文 《中国科教创新导刊》2009,(32):138-138
导师制是青年教师培养的一种有效形式,可以促进青年教师的快速成长,结合在培养过程中的经验分别对青年教师和实施导师制的部门提出了一些建议。 相似文献
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陈晓晴 《黄冈师范学院学报》2013,33(2):144-145
导师制青年教师培养是一些高校师资培养的举措,高职院校的导师制教师培养,涉及青年教师的教学、科研能力,实践动手能力和管理学生的能力等等,应采取切实的措施全面培养青年教师,加强导师制培养的开放性建设。 相似文献
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导师制：青年教师成长的有效途径 总被引：1，自引：0，他引：1
杨启富 《宁波大学学报(教育科学版)》2008,30(1):88-90
在高等教育走向大众化的背景下,加速青年教师成长是高等教育质量保障的重要前提。导师制是加速青年教师成长的重要制度保障。为保障导师制能够取得良好的效果,高校需要做好以下几方面的工作：建立导师资格制度,加强导师队伍的建设;为辅导活动提供支持,确保辅导活动的质量;加强导师制的管理评价,同时促进高校内部合作型丈化的形成。 相似文献
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陈香琴 《福建师大福清分校学报》2012,(1):50-56
青年教师的培养与成长是影响高校师资队伍建设的重要因素。许多专家和学者在青年教师培养方面作了深入的思考与探索,其中以青年教师导师制最为普遍。福建省M校也在青年教师导师制方面进行了实践。本文以M校的实践为研究对象,介绍青年教师导师制的内涵及必要性,详细说明其实施策略,阐述实施导师制的效果。 相似文献
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结合青年教师导师制的实践探索,探讨了如何应用教学导师制提高青年教师的教学综合能力,对高等院校青年教师教学导师制的推广和发展提供一定的参考. 相似文献
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"双导师制"是在教学方法上指导高校青年教师,使其感知教育环境的一个切实可行的办法。"双导师制",不但对青年教师的成长有利,而且对指导教师的教学与科研有利,这是一个"双赢"的举措。实行"双导师制",表面上只是为了青年教师的发展,实际上是为了提高全体教师的教学水平。这种做法的最大受益者是学生。 相似文献
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青年教师培养与教育已成为高校师资队伍建设的重大课题。当前不少高校既借鉴了硕博研究生培养模式,又仿效师父带徒弟式＂传、帮、带＂模式,对青年教师培养实行导师制。基于对Z学院的调研,该制度能帮助青年教师成长成才,也暴露了一些亟需改进的问题,为此建议拓宽培养领域,延长导师指导期限,健全校级和学科两个层面的制度,加强对导师和青年教师考核,根据考核结果进行奖惩。 相似文献
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Peg Boyle Single Richard M. Single 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):301-320
The advent of user‐friendly email programs and web browsers created possibilities for widespread use of e‐mentoring programs. In this review of the research, we presented the history of e‐mentoring programs and defined e‐mentoring and structured e‐mentoring programs, focusing on large‐scale e‐mentoring programs that addressed issues of social equity and educational advancement. The literature reviewed spanned from the mid‐1990s to the present and included journal articles, reports, and book chapters on implemented e‐mentoring programs. The literature indicates that e‐mentoring is not a panacea, neither is it an inexpensive alternative to face‐to‐face mentoring. E‐mentoring is an alternative mode that facilitates the expansion of mentoring opportunities. The research we reviewed supported that the benefits associated with e‐mentoring mirrored the benefits associated with mentoring: informational, psychosocial, and instrumental. In addition, research supports two additional benefits of e‐mentoring: the value of impartiality and inter‐organizational connections, which were facilitated by the use of electronic communications. Research conducted on the programmatic features associated with e‐mentoring programs identified training, coaching, and group e‐mentoring as features that enhanced participant involvement. Our goal in providing a review of the research at this stage in the development of e‐mentoring was to facilitate increased understanding of the current research to enhance future research and programs and to advance e‐mentoring as a field. 相似文献
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As an individual socialization initiative, informal mentoring has often been lauded as an effective tool to provide spontaneous and immediate social–emotional and career-related assistance to new teachers. Little is known about how informal mentoring is perpetuated in workplace. Through the conceptual lens of dynamic process theory of mentoring, we seek to illuminate the interactional patterns of informal mentoring as manifested through its contributors and quality. The findings of our study reveal that social interaction, time, organizational contexts, and individual characteristics mediate the process of informal mentoring. Further, informal mentoring is limited primarily to seeking information and is low in frequency of interaction and follow-up activities. Finally, we discuss a number of practical and theoretical implications related to informal mentoring, including the advantage of a hybrid model of mentoring and the addition of social interactions as a mediating factor of the dynamic process theory of mentoring. 相似文献
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Angelina Ambrosetti Bruce Allen Knight John Dekkers 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):224-239
Within the professional placement component of pre-service teacher education, mentoring has become a strategy that is used during the practical application of learning to teach. In this paper, we examine mentoring in the pre-service teacher education context by proposing a theoretically based framework for mentoring in this context. Firstly, the nature of mentoring along with mentoring in the context of pre-service teacher education is explored. A mentoring framework that has been developed to enable pre-service teacher educators to maximize the potential use of mentoring during the professional placement component of a pre-service teacher education degree is then proposed. 相似文献
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Sharon K. Gibson 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):259-275
Determining the potential benefits of mentoring is confounded by the lack of clarity surrounding the definition of mentoring in business and industry. Key dimensions of mentoring that are affected by the way in which mentoring is defined are explored, including prevalence, outcomes, gender and formal/informal relationships. This definitional conundrum limits our ability to apply findings to practice and suggests the need for a different research focus—that of determining the essential attributes of mentoring across the various types of mentoring relationships found in business settings. Using a phenomenological approach to gain a deeper understanding of the mentoring experience will provide unique insights into the attributes that must be present for relationships to be perceived as mentoring in the business and industry context. 相似文献
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In this article we present a case study on a group mentoring practice proven successful in earlier studies in terms of student self-regulation and collaboration. The purpose of our study was to uncover the factors behind the success by interviewing the mentor teachers. The findings showed that the group mentoring focused on four main themes: (a) promoting social relationships, (b) providing personal support, (c) providing study guidance, and (d) strengthening the agency of students. The findings suggest that the leading ethos of group mentoring was related to a humanistic approach to mentoring. However, successful mentoring also seemed to require both situated apprentice and critical constructivist perspectives in addition to the humanistic approach. It is concluded that the combination of multiple goals and contents in group mentoring is the main contributing factor behind the success of the mentoring model examined. Additionally, the teachers reported a variety of positive impacts of group mentoring on teachers’ work. 相似文献
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Sheridan Lynn 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):295-317
ABSTRACT Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences. 相似文献
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《Teaching and Teacher Education》2001,17(1):51-73
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
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Suzanne C. de Janasz Ellen A. Ensher Christian Heun 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):394-411
This article reports the results of our study of electronic mentoring (e‐mentoring) in a population of business students. As career paths have become more fluid and less predictable, a growing number of educational and business organizations have implemented traditional and, more recently, e‐mentoring programs. But practice is ahead of evaluation when it comes to e‐mentoring. We attempted to fill this gap by looking more closely at strengths and weaknesses associated with this type of mentoring. Building on research in traditional mentoring and integrating literature in computer‐mediated communication, education and management, we developed a model of e‐mentoring’s antecedents and outcomes. We tested our hypotheses using a sample of business students (protégés) who were mentored by practicing managers. It was found that perceived similarity in terms of attitudes and values is positively related to effective e‐mentoring, while demographic similarity (gender, race) is not. Moreover, effective e‐mentoring may lead to protégés’ enhanced academic performance, professional network and job opportunities. We conclude with implications of our findings and a discussion of opportunities for future research. 相似文献
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Birgit Leidenfrost Barbara Strassnig Alfred Schabmann Christiane Spiel Claus-Christian Carbon 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):347-364
The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for peer mentoring styles were constructed using mentee assessments of mentoring functions and mentor quality, and unobtrusive data gathered in an analysis of online mentoring activities and a content analysis of the quality of the online mentoring activities. Using cluster analyses, three distinct mentoring styles were identified: Motivating master mentoring, informatory standard mentoring, and negative minimalist mentoring. Motivating master mentors were shown to have a positive influence on success in the mentoring program among those mentees who failed two preliminary exams. Implications for the training of peer mentors in higher education are discussed. 相似文献