Download or read book Student Teacher Perceptions of the Impact of Mentoring on Student Teaching written by Lori K. Bird and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring is an essential component of the student teaching experience. The support provided by highly prepared and effective mentors contributes to the success of student teachers during this high stakes period of professional development. Findings from this mixed-methods study support five mentoring factors as valid and a useful framework for measuring the impact of the mentoring received by student teachers in the student teaching experience. The five factors are: personal attributes, system requirements, pedagogical knowledge, modeling, and feedback (Hudson, 2007). The Mentee Perceptions of Student Teaching survey was given to student teachers upon the conclusion of their student teaching experience at Minnesota State University, Mankato. Convergence of quantitative and qualitative data showed that mentoring practices implemented by the mentors supported the development of student teachers. Although no statistically significant differences were found between mentoring in the co-teaching and non-co-teaching sub-groups, results revealed important details of the student teachers' views. Themes emerged that add credence to the five mentoring factors that are well supported in current literature. In addition to verifying what has been done during student teaching, the five factors also serve to identify the specific responsibilities of mentor teachers and should be used to articulate the goals and outcomes for their role as a mentor.
Download or read book Effects of Mentoring on Student Teacher s Perceived Learning Outcomes written by Femke Gerretzen and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring conversations are a common aspect of teacher education. This book assesses to what extent the mentor's approach and the student teacher's relationship with his mentor influence the perception of learning in these conversations. The focus is on the student teacher's perceived learning outcomes by measuring his perceived knowledge productivity. In a comparative case-based design 12 couples of student teachers and their mentors are compared. The results show that the mentor's approach in the mentoring conversation does not significantly influence the student teacher's perceived knowledge productivity and that student teachers who have a positive relationship with their mentor have higher perceived knowledge productivity. The findings of this book indicate that the relationship between student teacher and mentor influences the student teacher's perceived learning outcomes. The book is of interest to teacher educators and educational researchers.
Download or read book Student Teachers Perceptions of Learning to Teach as a Basis for Supervision of the Mentoring Relationship written by Maureen Rajuan and published by . This book was released on 2008 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mentoring Perspectives on School based Teacher Education written by Hagger, H. and published by Routledge. This book was released on 2013-07-04 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: A series of essays on mentoring issues in education, which includes discussion of the political and historical aspects of mentoring, the mentor-student relationship and the generic skills approach to mentoring.
Download or read book Teacher Empowerment Toward Professional Development and Practices written by Ismail Hussein Amzat and published by Springer. This book was released on 2017-04-22 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized. Further, it strives to capture teachers’ readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students’ learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers’ autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.
Download or read book English Language Teacher Education in Chile written by Malba Barahona and published by Routledge. This book was released on 2015-07-15 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile. Framed by a cultural historical activity theory (CHAT) perspective, chapters use key qualitative research to determine how specific factors can help and hinder the effective preparation of teachers, illuminating contradictory dynamics between local and national policies, teacher education programs, and pre-service views and classroom realities. The book makes an important contribution to the growing debate surrounding the design of EFL teacher education policy, curriculum and learning strategies, emphasising the importance of engaging pre-service teachers in learning to teach EFL, and the interrelated factors that shape this learning. English Language Teacher Education in Chile will be of key interest to academics, researchers and postgraduate students in the fields of teacher education, curriculum studies, and English language teaching (ESL/EFL), as well as policy makers, TESOL organisations, and those interested in applying a CHAT perspective to language teaching and learning.
Download or read book Mentors Perceptions of Their Role in Mentoring Student Teachers written by Nontobeko Prudence Khumalo and published by . This book was released on 2014 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Teacher Education written by James Calderhead and published by Routledge. This book was released on 2003-09-02 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documenting their learning experiences over a two year period, the authors explore the factors that facilitate or impede the students' learning as teachers. In drawing upon these case studies together with existing theoretical models of professional development, the authors distinguish several key characteristics of learning to teach and discuss the implications of these for the design of effective school- based teacher education courses.
Download or read book Teacher Education and the Struggle for Social Justice written by Kenneth M. Zeichner and published by Routledge. This book was released on 2009-08-10 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: "... Clear, articulate, and cogent....[Zeichner] exhibits a commitment to a vision of social justice that rightly demands the very best both from society and from those of us who work in schools, communities, and teacher education institutions." -- Michael W. Apple, From the Foreword In this selection of his work from 1991-2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society. A major theme that comes up in different ways across the chapters is Zeichner’s belief that the mission of teacher education programs is to prepare teachers in ways that enable them to successfully educate everyone’s children. A second theme is an argument for a view of democratic deliberation in schooling, teacher education, and educational research where members of various constituent groups have genuine input into the educational process. Teacher Education and the Struggle for Social Justice is directed to teacher educators and to policy makers who see teacher education as a critical element in maintaining a strong public education system in a democratic society.
Download or read book The Impact of District assigned Mentors on Early to Mid career Teachers written by Elizabeth A. Burkhart and published by . This book was released on 2015 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is limited research regarding the impact of district-assigned mentors on a teacher's instructional practice, self-efficacy, and professionalism throughout their career. The purpose of this study was to examine the impact that district-assigned mentors have on teachers' instructional practice, self-efficacy, and professionalism as perceived by early to mid-career teachers. Using a qualitative research design that was based on a constructivist approach, this study explored ways in which early to mid-career teachers used their experience with their district-assigned mentor to shape their instructional practice, self-efficacy, and professionalism. Data were collected through the use of a survey and personal interviews that provided demographic information and participant perceptions on the experience with their district-assigned mentor from early to mid-career teachers across four public school districts in southeastern Pennsylvania. The data collected through the study indicated that early to mid-career teachers believed that district-assigned mentors positively shaped their instructional practices, self-efficacy, and professionalism. The experience allowed teachers to build a relationship which positively impacted their overall teaching practice.
Download or read book Continued Momentum Teaching as Mentoring written by Matthew DeJong and published by Springer. This book was released on 2015-12-23 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: The position of teacher demonstrates a broader role within schools, the education system and the community. It is in our educators’ capacity, resources, knowledge and networks that they can provide for, and meet the needs of, students better than any other societal program or group. While mentoring practices are usually limited to “at-risk” students, research suggests a more robust understanding of the needs of students, as well as teachers as practitioners. With a discussion focused on the relevant literature, insight from both practicing teachers who mentor their students and students who were mentored by their teachers, Continued Momentum: Teaching as Mentoring explores the dimensions of how teachers mentor their students. Appropriate for pre-service and experienced teachers, administrators and school support workers; this pivotal text reveals how teachers can engage students in the modern educational reality. Matthew DeJong is an author, filmmaker, travel writer, and award-winning educator. His research interests include mentoring and, most recently, how schools can become the epicentres of community mentoring in cross-cultural environments.
Download or read book UPRT 2019 written by Adrienn Fekete and published by Lingua Franca Csoport. This book was released on 2021-03-23 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: A collection of papers presented at UPRT 2019 at the University of Pécs, Hungary
Download or read book The Effects of Mentoring on Student Teachers Self Efficacy written by Charles O. Rick and published by . This book was released on 2006 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Traditionally, mentoring has been part of the student teaching experience, however mentors may not receive proper training in mentoring, which ultimately impacts self-efficacy or teacher efficacy of student teachers. This quasi-experimental study investigated the effect of mentor training on teacher efficacy. The survey, Teachers' Sense of Efficacy Scale, was given to student teachers twice during student teaching to measure changes in teacher efficacy. The results showed a moderately high sense of teacher efficacy upon entering student teaching and an even higher sense of teacher efficacy at the conclusion of student teaching. Additionally, the analysis of results indicated training the mentor did not significantly contribute to efficacy changes. The role mentors have in assisting student teachers remains an open question"--Abstract, p. iii.
Download or read book Where Does Mentoring Matter Most Teachers Perceptions of Being Mentored During Their First Year of Teaching and the Correlation of Those Perceptions with Job Satisfaction Among Economically Diverse Schools written by Zachary Boyt and published by . This book was released on 2020 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this quantitative study, the researcher explored the relationships between new teacher mentoring and job satisfaction. Although many studies have been conducted on the link between new teacher mentoring and job satisfaction, there exists little research on whether or not there are specific mentoring activities that correlate more strongly with job satisfaction. In addition to filling that gap in the research, this study examined the extent to which job satisfaction is correlated with both mentoring activities and the mentoring relationship. Over 600 teachers across nine districts plus a regional center on Long Island were surveyed. The schools surveyed had varying percentages of economically disadvantaged students.Using both Seligman's (1972) theory of learned helplessness and Ingersoll and Strong's (2011) theory of teacher development as frameworks, this study developed an understanding of the frequency of specific activities in which mentors and mentees engage and if said activities correlate with job satisfaction. The results in this study indicated few significant differences in mentor-mentee activities across varying degrees of economically disadvantaged schools. Moreover, the study found that the following three activities had the strongest correlation with job satisfaction among early-career teachers: understanding the school's evaluation process, time management, and understanding of curriculum. Finally, it was determined that, in general, the strength of the mentor-mentee relationship is more strongly correlated with job satisfaction than any of the specific activities in which mentors and mentees engage. The results could help inform both mentors and trainers of mentors, and the recommendations that were made are intended to build confidence and optimism in new teachers, thus potentially leading to higher teacher retention, and, ultimately, improved student outcomes.
Download or read book Mentoring Student Teachers written by John Furlong and published by Routledge. This book was released on 2012-11-12 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the UK and elsewhere, the training of teachers is increasingly seen as a matter of partnership between schools and institutions of higher education. There is thus an urgent need within the profession to define more carefully what the role of teachers acting as mentors should be. Clearly some aspects of professional knowledge can only be acquired from practical experience in school, and this book draws on extensive research on students' school-based learning to isolate and analyse those aspects. Like any form of teaching, mentoring, the authors suggest, must be built on a clear understanding of the learning processes it is intended to support. In this book, they report on their research into the nature of students' school-based learning and what this means for the role of the mentoring.
Download or read book Constructivist Teacher Education written by Virginia Richardson and published by Routledge. This book was released on 2005-08-15 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book The Routledge International Handbook of Educational Effectiveness and Improvement written by Christopher Chapman and published by Routledge. This book was released on 2015-08-14 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbook of Educational Effectiveness and Improvement draws together leading academics and researchers in the field to reflect on the history, traditions and the most recent developments in this dynamic and influential field. This handbook provides a comprehensive overview of: the foundations of the field the evolution of educational effectiveness theory and methodology the links with other research disciplines the links between policy and practice. In conclusion, the handbook sets out a new agenda for future educational effectiveness research. This handbook is an essential resource for those interested in the effectiveness of educational systems, organisations and classrooms. It offers academics, researchers, students and policy-makers new insights into the latest thinking and evidence about educational effectiveness.
