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1.
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
2.
Enhancing the Practicum Experience for Pre-service Chemistry Teachers Through Collaborative CoRe Design with Mentor Teachers 总被引：1，自引：0，他引：1
This paper reports findings from an ongoing study exploring how the Content Representation (CoRe) design can be used as a tool to help chemistry student teachers begin acquiring the professional knowledge required to become expert chemistry teachers. Phase 2 of the study, reported in this paper, investigated how collaboration with school-based mentors (associate teachers) on teaching practice (practicum) might impact on this process and student teachers’ development of their pedagogical content knowledge (PCK). The collaboration involved identifying and discussing pedagogical issues related to a practicum-teaching topic using a student teacher’s draft CoRe as a starting point and ongoing focus for the professional dialogue. Practicum offered an opportunity for aspects of student teachers’ PCK, as embodied in their draft CoRes, to be explored and expanded upon in classroom programmes with the support and input of associate teachers. The findings were influenced by different contextual factors; however, the student teachers found their CoRes to be very useful frameworks for engaging in focussed professional dialogue with their teaching mentors. They valued the expertise, currency of knowledge and mentoring of their associates and reported positively about the contribution this support made to their PCK development via the CoRe design process and the transformation of the CoRe into classroom teaching. 相似文献
3.
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
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5.
Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers—much like those identified by participants in the present study—who are already effective in their science teaching. 相似文献
6.
How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated by this study by asking 480 student teachers in three universities in Turkey and England in 2010–2011 about how well their universities prepared them for the practicum, what made practicums successful and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students’ diverse learning needs, in recognising multiple students’ perspectives and in grounding their understanding of what it meant to be a teacher ‘for real’. 相似文献
7.
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
8.
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
9.
《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
10.
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
11.
J. Quinn Brisben 《Equity & Excellence in Education》2013,46(1):36-37
This article explores how mentors and mentees create and maintain social capital during the mentoring process. I employ a sociological conceptual framework and rigorous qualitative analytical techniques to examine how students of color and first-generation college students access social capital through mentoring relationships. The findings indicate that mentors and mentees enter into these relationships because they believe they can either provide or receive important academic knowledge and resources during the mentoring process. 相似文献
12.
对297名无锡地区职后五年内小学教师的问卷调查表明,职后五年内小学教师专业发展多处于新手和熟练新手阶段,专业发展自我满意度较低,专业发展规划不够系统,在教育科研、课堂教学和班级管理方面存在诸多困惑。他们期望获得来自同行同事、带教师傅、教研员、校领导以及学科专家的支持,通过师傅带教、赛课评课等路径不断更新教育理念、获得更多有效教学策略和班级管理策略,提高自身教育教学能力和水平。建议建构无锡地区职后五年内教师专业发展支持系统时注意完善支持目的、拓宽支持主体、丰富支持项目、创新支持模式并改革评价机制。 相似文献
13.
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
14.
Experiencing and evidencing learning through self-study: New ways of working with mentors and trainees in a training school partnership 总被引：1，自引：0，他引：1
This paper uses self-study to analyse the development of a generative, research-based approach to mentoring initial teacher training students in a Training School/university partnership and its contribution to redefining teacher education practice. It focuses on the ontological values and co-learning of the authors as they work collaboratively with mentors to develop a democratic form of social practice and relations. The use of video to record the teaching and situated learning of mentors and trainees is explored as are the qualities and conditions which helped foster the shift in power relations between participants as they engaged in reflective dialogue and inquiry. Issues of sustainability and embedding such practices are addressed as is the contribution of practitioner-research accounts to the professional knowledge of other teacher educators, teachers and trainees. 相似文献
15.
This paper focuses upon open and distance learning initial teacher education in both primary and secondary sectors and explores the ways in which mentors challenge PGCE students in their professional thinking and classroom practice. It draws upon ethnographic research on mentors and student teachers during one presentation of the course. The data are based on observations of mentors working with students on final student placement, conversations with specialist subject mentor trainers as well as questionnaire and other source material. An analysis of how mentors articulate their knowledge base; the dialogue between mentor and student and the challenge of moving from novice to expert for the student teacher are all considered. Our conclusions have implications for all ITT and will also be a source of valuable practical help for student teachers and mentors. 相似文献
16.
Peter Hudson Rebecca Spooner-Lane Michelle Murray 《School Leadership & Management》2013,33(3):284-301
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
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.
This study uses Bourdieu’s interconnected notions of fields, habitus and capital as a theoretical template to analyse the responses of eight mentors of Newly Qualified Teachers with regard to the motivations and challenges of their role. The data reveal that each mentor was a highly committed re-creator of the fields and habitus in which they operated, although this was not consciously done. They were each also committed to helping the NQTs develop professional cultural capital. Although Bourdieu famously referred to education as ‘symbolic violence’ the data from this study give no indication that the recreation of fields through the mentoring of professional practice was viewed as an act of dominion on the part of the mentors. Rather, these mentors saw their role as an empowering aspect of professional agency in which both parties shared in a co-authoring of a (usually) positive and mutually-affirming outcome. 相似文献
19.
教师专业发展是教师不断成长、不断接受新知识、提高专业能力的过程。校本教研与教师专业发展的关系是相辅相成、密不可分的,两者是在教师的教学实践中共同发展、共同提高的。校本教研促进教师专业素质的成长,促使教师由经验型教师成长为专家型教师,促成教师的缄默知识显性化;而教师专业发展对校本教研的反哺作用体现为教师的教育教学研究意识与能力的提升和校本教研实施可能性的增强。 相似文献
20.
《师资教育杂志》2012,38(1):78-93
Publications by teachers reporting results or case studies of school-based teacher inquiry activities benchmark their professional development by indicating they have a ‘stance of inquiry’. Such papers also disseminate valuable knowledge to the education community for sharing. Essay or case writing has always been a part of school-based teacher learning in China. The small-scale qualitative study reported here examines the impact of producing publications on the professional development of teachers within the context of educational reform. Findings show that producing publications contributes to teacher development in three ways. First, an expanded knowledge base gives the teachers new understandings of student-based learning. Second, teachers obtain insight into their practices by making their tacit knowledge explicit. Third, teachers have a sense of achievement by theorising personal experience. Publications serve as ‘boundary objects’ which can potentially help teachers achieve and develop their professionalism by disseminating individual knowledge into the public knowledge domain with transformative learning. Such developments, however, normally tend to focus on expanding local pedagogical practice. More emphasis on the notion of ‘teachers as researchers’ through critical reflection may help teachers perform as transformative intellectuals whilst searching for ways to retain teachers’ voices in their written publications. 相似文献