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1.
Ulla Lindgren 《Educational studies》2005,31(3):251-263
Even though teacher education has been successful in preparing students for their future profession, the classroom reality can differ greatly from the inservice training. Many novice teachers therefore find the transition from student teacher to inservice teacher overwhelming To support beginning teachers, mentoring programs—where more experienced teachers support novice teachers—have become commonplace in many schools worldwide. In Sweden, mentoring for beginning teachers has been a frequent feature of support since 2001. This study, conducted in Sweden, examines seven novice teachers and the impact the mentoring process had upon them during their first‐year teaching. Based on interviews, it was found that these experienced both professional and personal support from their mentors. The study also showed the significance of observant leaders within the mentorship program following up on the development of the mentor–mentee relationship. 相似文献
2.
Geraldine Mooney Simmie Joanne Moles 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):465-482
In this paper, we report on a mentoring programme which provides an accreditation pathway to a master’s level qualification. The paper served three purposes. First, informed by selected literature on education we caution against expedient reductionist models that are based solely on novice–expert mentoring relationships with limited facility for critical inquiry. Second, we present an evolving theoretical framework for productive mentoring based on our critique of a preferred academic literature and interactions with mentor teachers, school principals and teacher educators. We proactively encouraged an awareness of societal norms and traditions that can appear as counterculture to critical thinking. Lastly, we consider some implications for productive mentoring as an academic, caring and professional practice within a continuum of teacher education. 相似文献
3.
Christopher R. Gareis Sheryl Nussbaum-Beach 《Educational Assessment, Evaluation and Accountability》2007,20(3-4):227-246
With nearly half of all new teachers leaving the classroom within 5 years, schools are faced with the challenge of retaining early-career teachers while simultaneously providing them with the support they need to develop into effective professionals. Mentoring novice teachers by pairing them with experienced teachers in schools is a widely adopted practice for addressing these needs; however, face-to-face mentoring is subject to challenges. A promising complement to face-to-face mentoring may be found in the innovative use of computer-mediated communications, such as online forums. In an effort to support, develop, and retain novice teachers, The College of William and Mary has partnered with the Center for Teacher Quality to create ENDAPT—Electronically Networking to Develop Accomplished Professional Teachers. ENDAPT is an asynchronous online forum that brings together novice teachers and teacher leaders in a virtual mentoring community. This article provides an overview of the program model and presents research findings from a study of participants’ postings using content analysis methodology to identify and describe the nature of professional conversations among mentors and novice teachers. Using grounded frameworks for mentoring conversations and for teacher competencies, the study evaluates the efficacy of online mentoring as a means of supporting and developing novice teachers. 相似文献
4.
Educational researchers have recently suggested that Schön's influential model of the ‘reflective practitioner’ lacks a prospective, or future, dimension. In this study, we examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are investigated in relation to reflective thinking and teacher identity. We illustrate how teacher mentoring meetings represent discursive spaces in which novice teachers have an opportunity to verbalize plans, predict outcomes, consider possibilities, and reflect on their evolving pedagogical practices. We argue that teacher mentors should become aware of these important functions, and encourage prospective reflection in novice teachers. 相似文献
5.
Leslie S. Keiler Raffaella Diotti Kara Hudon Julia C. Ransom 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):126-155
ABSTRACT Our study contributes to understanding teacher mentoring by exploring impacts of feedback from multiple mentoring sources as teachers with varying levels of experience learned to implement student-centered instruction. Mentees in our study learned to implement a student-centered model, supported by mentoring from students and teachers experienced in the model. We employed qualitative methods to collect and analyze data from two summer schools, with 22 STEM teachers and 47 student-instructors from 15 non-selective, public high schools. Findings include: (a) teachers had positive attitudes towards feedback, (b) feedback from multiple sources changed practice, (c) effective feedback required structure, (d) experienced teachers benefited most from feedback, and (e) student feedback was most valuable. These findings provide strategies to shape future mentoring, informing teachers, administrators, professional development coaches, and teacher educators about critical factors in the use of feedback to improve teaching through mentoring. 相似文献
6.
This study documented the process of evolution of the continuous design and revision of the tools of a novice mathematics teacher educator–researcher (MTE-R) as he planned and implemented design-based professional development workshops for in-service mathematics teachers in Taiwan. In order to effectively facilitate teachers designing and implementing their own conjecturing activities during the workshops, the MTE-R fostered their professional learning and growth through reflection upon students’ performance. From the perspective of activity theory, this study examined the evolution of the MTE-R’s mentoring activities and tools whose design gradually changed from being based on the literature content toward being learner-centered activities with teachers as learners. Such evolution not only enhanced teachers’ learning outcomes, but also facilitated the MTE-R’s own professional growth in different areas, including mathematics, mathematics learning, mathematics teaching, teacher education, and, in particular, the extrapolation of generic examples for understanding mathematical concepts. 相似文献
7.
Understanding how experienced teachers share and articulate effective mentoring practices can guide efforts to prepare quality mentors. This qualitative study focused on mentoring practices within a teacher-designed student-teaching program conceptualized while the mentor teachers within the program were students in a graduate-level mentoring course and implemented upon the mentors’ completion of their graduate studies. Data sources included interviews and field notes from meetings with mentors and student teachers. The results detail specific mentoring practices: explicit instruction through scaffolding, developing the whole teacher, student-teacher-directed learning, fostering student teachers’ individual practice, explicit mentoring of one another, and reflecting on mentoring. These practices were enabled by program structures such as mentor meetings, an online forum, and mentors’ observation of all student teachers in the program. 相似文献
8.
This article examines the structural changes to the induction of teachers in Scotland using the perceptions of a group of final year student teachers. This group would be the first probationer teachers to experience revised arrangements for new teacher induction in 37 years. Their preferences and concerns are highlighted, as the new procedures roll out in schools nationwide, in an attempt to stress the importance of relationships to the success of the induction scheme. The argument put forward in this article is based on the notion that personal intelligence is central to effective relationships and therefore crucially important in the context of this mentoring relationship. The views of our sample provide evidence to suggest that the quality of interactions between the mentor and the probationer teacher are paramount in providing a good induction experience. These views are substantiated by experiences in England and in induction literature elsewhere. A synthesis of this evidence is used to make recommendations for those involved in supporting induction in schools, local authorities or teacher education institutions. 相似文献
9.
Ditza Maskit 《师资教育杂志》2015,41(3):285-306
This article presents and discusses the findings of a study which focused on student teachers’ evaluation of their practice teaching in the context of a university–school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers’ experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school–university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university–school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university–school partnerships. 相似文献
10.
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
11.
Dianne M. Gut Pamela C. Beam John E. Henning Deborah C. Cochran Rhonda Talford Knight 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):240-263
The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers’ expectations for teacher development, mentoring relationships, and mentoring strategies differed across all three clinical settings. In addition, their confidence, their relationship with mentees, and their mentoring strategies were influenced by two features of the clinical setting: (a) the amount of time for mentoring interactions, and (b) the expectations for the mentee. To improve mentoring, the authors recommend (a) lengthening clinical experiences, (b) providing support for creating positive relationships, and (c) providing professional development specific to each of the three clinical settings. 相似文献
12.
Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers’ learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be ‘co-thinkers’ who enact a developmental view of mentoring, as well as ‘co-learners’ who are willing to engage in mutual learning with their novices. These two aspects are assumed to be associated in mentor thinking. The aim of this questionnaire study was, therefore, to explore the relationship between mentors’ mentoring conceptions and their mentoring motives. Participants were 726 secondary education mentor teachers, associated with 13 institutes for teacher preparation in the Netherlands. Results showed that a motivation to mentor for personal learning was more strongly associated with a developmental conception of mentored learning to teach than with an instrumental mentoring conception. The same was found for a motivation to mentor for contributing to the profession, but less pronounced. These findings suggest potential strategies for the selection and preparation of mentor teachers for programs that intend to foster collaborative inquiry approaches for novice teacher support. 相似文献
13.
14.
Lauri Heikonen Janne Pietarinen Kirsi Pyhältö Auli Toom Tiina Soini 《Asia-Pacific Journal of Teacher Education》2017,45(3):250-266
Teachers’ capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers’ turnover intentions, perceived inadequacy in teacher–student interaction, and sense of professional agency in the classroom. The survey data were collected from 284 in-service teachers with not more than 5 years of experience and analysed by structural equation modelling (SEM). The results showed that the negative relation between turnover intentions and early career teachers’ sense of professional agency was completely mediated by perceived inadequacy in teacher–student interaction. The results indicate that experiences of insufficient abilities to solve pedagogically and socially challenging student situations have a crucial effect on early career teacher’s capacity for adaptive reflection and active transformation of instruction. 相似文献
15.
In our study, we chronicle the development of two novice urban teachers who developed in to mentors in the third year of their teaching. The two novice teachers were hired to serve as mentors to new teachers in or near their school. Interviews with the teachers about their experiences identified three areas of discussion as a result of their mentoring role that included reflection on the impact to their own practice, identification of the need for time management skills, and realization of the reasons for mentoring. The results of the novice teachers serving as mentors were positive for the mentors and helped to set the stage to sustain the mentoring program. 相似文献
16.
《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
17.
This study explores Estonian novice teachers' perspectives on relationships with mentors and experiences of mentoring and mentors' tasks during their first year of teaching. The induction year with mentoring as one of the support structures was introduced into Estonian teacher education a few years ago. Experiences indicate that this is a valuable support, but there are areas of mentoring that need to be developed. The data are based on thematic interviews with sixteen novice teachers in the second half of their first year of teaching, i.e. the induction year. A content analysis revealed that the novice teachers experienced support for personal development and professional knowledge development, feedback, collegiality, reciprocity of the relationship, mentor availability and mutual trust as components of the mentor–mentee relationship. The study identified undeveloped potential in mentoring related to three main areas: 1) facilitation of reflection, 2) mentor training, and 3) integration of mentoring into the school community as a whole. The last area also includes matters pertaining to socialization and school leadership. 相似文献
18.
his study investigates how trainee teachers perceive their supervising teachers’ supervisory competency. Through a questionnaire
that was specifically developed for this study and which contained open-ended questions, student teacher candidates were asked
to comment on their supervising teachers’ competency in preparation for supervision, instructional planning and reflection,
and collegial supervision and effective mentoring. Data for this study was gathered from 690 student teachers who were in
their last year in college pursuing a teaching credential. The results indicated that the student teachers rated their supervising
teachers’ competency in supervision as poor to partially competent. Although there is no significant relation found between
the gender and fulfillment of supervisory duties, the main significant finding was between supervising teachers’ experience
in teaching and completion of the supervisory role. The results showed that the younger or less experienced supervising teachers
demonstrated better supervisory skills. Furthermore, our results indicated that although experience is important, it should
not be the only criterion for selecting supervising teachers for supervisory duty. 相似文献
19.
In this paper, we examine the role of reflection in teacher preparation, specifically within a mentoring relationship between cooperating and preservice teacher. We report findings from a case analysis of this pair who engaged in problem-posing dialogue within pre- and post-conferences around practice over one year of their work together in an elementary-level classroom. The context is an innovative programme in which cooperating teachers pursue their Master’s degree while undergraduates (preservice teachers) complete their elementary education degrees. Our analysis of talk about teaching during six coaching cycles as well as supporting documents illustrates how Jane’s mentoring supported reflective practices and disrupted a notion of a field experience as simply a place to ‘practice’ pedagogical knowledge with corrective feedback. Additionally, we explore the tensions in this approach to mentoring. This case study has implications for teacher educators who seek to bolster teacher preparation through the support of mentoring relationships. 相似文献
20.
The increased emphasis on school‐based programmes as part of initial teacher education has resulted in renewed efforts to forge more effective partnerships between higher education institutions and schools. The University of Bath has established a mentor development programme to ensure that subject mentors have an opportunity to examine ways to engage novice teachers in critical reflection about their practice while providing the support and challenge necessary to help them develop as teachers. This study is based on experienced mentors’ and their perspective on their work with novice teachers and it is a follow‐up to earlier research based on Daloz’ model (1986, Effective Teaching and Mentoring, San Francisco, Jossey Bass) of support and challenge. It examines an emerging mentoring pedagogy through which experienced mentors attempt to engage novice teachers in shaping their own vision of teaching. Three mentor profiles are discussed—the laissez‐faire, the collaborative and the imperial mentor. 相似文献