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1.
Jocelyn L. N. Wong 《Teachers and Teaching》2018,24(6):706-718
Most studies of school-based mentoring practice have put their key focus on discussions of the professional growth of novice teachers rather than of their mentors. Mentoring practice, however, is also a platform from which mentors can build or enhance their professional competency and capitalize their leadership role as they interact with novice teachers and their colleagues. This is an area which deserves further research attention. Drawing on the concept of social capital, this small-scale qualitative study investigates how mentors can develop or revise their mentoring skills and knowledge while they engage in school-based mentoring practice. Semi-structured interviews and documents were collected from 31 mentors from primary and secondary schools in Hong Kong from 2014 to 2015. Findings of this study firstly show that both bonding social capital and bridging social capital can help mentors develop their mentoring knowledge in different ways. Secondly, bridging social capital can help mentors act as boundary brokers who develop transformative learning by interacting with outside experts. Providing more off-site or cluster-based mentor training programs and mentoring partnership schemes with outside experts could be the way forward to maximize the professional competency of mentors aiming at improving school capacity. 相似文献
2.
Alysia D. Roehrig Catherine M. Bohn Jeannine E. Turner Michael Pressley 《Teaching and Teacher Education》2008
In exploring the potential for mentoring to support novice teachers’ use of effective teaching practices, we conducted a grounded theory analysis about change potential. Themes emerging from cross-case analysis of survey, interview, and observation data from six beginning primary teachers in the US and their mentors revealed factors, other than type of mentoring programme, that related to beginning teachers’ success in improving classroom practices. More effective beginning teachers’ mentors had more experience as mentors and were more effective teachers than other mentors. More effective beginning teachers communicated more with mentors, more accurately self-reported use of effective teaching practices, and were more open to mentoring. 相似文献
3.
《Teaching and Teacher Education》2001,17(1):75-88
This paper describes and interprets the meanings that one novice mentor attributes to ‘reading a mentoring situation’, an organizing metaphor for describing how one experienced teacher of English learns to analyze one aspect of her learning in talking to mentor teachers of English throughout her first year of induction into mentoring. The study revealed that learning to become a mentor is a conscious process of induction into a different teaching context and does not ‘emerge’ naturally from being a good teacher of children. Thus, at an operational level, teacher education programs should prepare teachers for this passage by encouraging the dissemination of in-service courses that allow novice mentors the opportunity to articulate the construction of their new role. Such courses can be structured as ‘learning conversations’ whereby mentors are encouraged to reflect on their roles in the company of fellow mentors, mediated by an experienced mentor of mentors. 相似文献
4.
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
5.
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
6.
Jennifer LoCasale-Crouch Emily Davis Peter Wiens Robert Pianta 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):303-323
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
7.
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
8.
《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
9.
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
10.
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
11.
Lily Orland-Barak 《Cambridge Journal of Education》2001,31(1):53-68
This paper describes and interprets the process by which two novice mentors of English teachers, who are experienced high school teachers of English, learnt to construe their new role by articulating differences and similarities between their practice as teachers of children and as mentors of teachers. The evolving competencies that the focal mentors attributed to their learning are interpreted through the metaphor of 'learning to mentor as learning a second language of teaching'; an organising framework that emerged from the findings of a qualitative case study that investigated the learning process experienced by two veteran teachers of English in their passage from teaching English to school children to becoming mentors of teachers of English (Orland, 1997). The study suggests that although the passage from being a teacher of children to becoming a teacher of teachers is shaped by strong emotional and motivational dispositions, it is also a highly conscious and gradual process of developing communicative competencies, whereby the mentor learns to redefine his/her context of teaching in order to make sense of his/her new context of mentoring. At an operational level the study indicates that there is a definite need to prepare teachers for this passage by providing opportunities to voice and articulate these connections in teacher education programmes. 相似文献
12.
Shosh Leshem 《Asia-Pacific Journal of Teacher Education》2014,42(3):261-274
Mentoring student-teachers and novice teachers constitutes a critical factor in teacher-education programmes and yet, little emphasis has been placed on the mentors themselves, particularly in relation to their own professional development (PD) and the construction of their identities. Does it really matter? This study investigates two groups of mentors: one group who received professional training and one group who received no professional training. The research questions address how mentors perceive their role, what preparation they receive to serve as effective mentors, and what are their professional needs. The study illuminates essential aspects of the mentors’ role perception and the impact of mentoring education on the professional identity of mentors. The implications are that low involvement in PD workshops could be linked to the uncertainty in mentors’ own self-perception as mentors. How mentors perceive their roles does matter if they wish to gain recognition by significant others within their institutions. Likewise, schools need to provide a supportive culture which is fundamental to identity construction. 相似文献
13.
《Teaching and Teacher Education》2004,20(1):47-57
This study analyzes how mentor teachers make pedagogical suggestions to beginning teachers during mentoring conversations and how beginning teachers respond. Sixty-four conversations between 16 veteran teacher mentors and their beginning teacher protégés are examined and analyzed. The analysis reveals the extreme efforts of mentors to avoid giving direct advice, and a corpus that includes many indirect suggestions, about one-third of which produce elaborated responses from the novice teachers. It is suggested that the observed conversational patterns may be largely explained by the philosophy of the program (based on the Cognitive Coaching model) of which the mentors and beginning teachers are a part. 相似文献
14.
15.
Gisbert van Ginkel Helma Oolbekkink Paulien C. Meijer Nico Verloop 《Teachers and Teaching》2016,22(2):198-218
Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring. The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors. Information was collected through on-site, post-mentoring conversation interviews with 18 mentors holding different mentoring conceptions, from different programs for Initial Teacher Education in the Netherlands. Four adaptive mentoring activities were identified: (1) aligning mutual expectations about the mentoring process, (2) attuning to the novices’ emotional state, (3) adapting the mentoring conversation to match the reflective capacity of the novice teacher, and (4) building tasks from simple to complex relative to the novices’ competence level. Adaptive mentors were (1) more likely to mention activities intended to support construction of personal practical knowledge and (2) less likely to mention activities intended to create a favourable context for novice teacher learning. Suggestions for using findings to enhance mentor adaptiveness are discussed. 相似文献
16.
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
17.
Thomas R. Koballa Jr. Leslie Upson Bradbury Shawn M. Glynn Cynthia Minchew Deaton 《Journal of Science Teacher Education》2008,19(4):391-411
Conceptions of mentoring held by six mentors and six beginning science teachers in an alternative certification program were
explored qualitatively by means of case studies and phenomenography. Interviews with the six mentors and six beginning teachers
produced 379 statements that were grouped into six conceptual categories. The categories of apprenticeship, personal support, and colearning revealed the variation in how mentors and beginning teachers conceptualized school-based mentoring. The conceptions functioned
as referents for their mentoring practice. Mentoring as apprenticeship was the dominant conception among both the beginning
teachers and mentors. The findings of this study imply that conceptions of mentoring held by mentors and beginning science
teachers should be considered when organizing the school-based component of alternative certification programs. 相似文献
18.
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
19.
Wendy Gardiner 《The New Educator》2017,13(1):53-71
This study seeks to contribute to the research on mentored induction by investigating the practices mentors employ in their work with new teachers in two high-need, high-poverty urban elementary schools. Informed by Schwille’s (2008) temporal framework of “educative” mentoring practices occurring “inside” and “outside” the action of teaching, this study investigated the range of practices mentors employed, new teachers’ perceptions of the practices, and if the practices contributed to new teachers’ professional learning. Participants included six new teachers and two induction mentors. Results indicate that “inside” and “outside” mentoring practices are complementary and should be conceived as assisted performance and judiciously selected to promote productive changes in new teachers’ practice. Recommendations for mentoring programs are provided. 相似文献
20.
Sonya D. Hayes 《Mentoring & Tutoring: Partnership in Learning》2019,27(2):190-212
Mentoring is an established method of supporting principals as they begin their careers; however, early studies focus on how a veteran principal supports a novice principal in acquiring the skills to manage the school. As the role of a principal has evolved from a building manager to a leader of learning, the role of mentoring has also evolved. The purpose of this study was to explore the mentoring experiences of novice principals and their mentors in a school district’s mentoring program, and how developmental mentoring relationships support novice principals to be leaders of learning. The ?ndings suggest that a strong mentoring relationship can support a novice principal in developing skills to be a leader of learning by clarifying the mentor’s role as a leader of learning, focusing mentoring sessions to build the mentee’s capacity as a leader of learning, and a commitment to mentoring sessions that support teaching and learning. 相似文献