MOFET ITEC - Mentoring & Supervision

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Last update in this section: October 15, 2017
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Mentoring & Supervision
Faculty as Mentors in Undergraduate Research, Scholarship, and Creative Work: Motivating and Inhibiting Factors
The purpose of this study was to examine faculty engagement in mentoring practices related to the training of undergraduate student researchers. Furthermore, the authors examine the perceived sources of support and barriers to such engagement. The findings reveal three primary supports and challenges. Faculty participants noted internal funds/compensation, student support, and other professional support as instrumental in influencing their decisions to engage as mentors in undergraduate research, scholarship, and creative work (URSCW). Conversely, time, inflexibility surrounding compensation, and lack of recognition were the primary challenges noted.
Publication Year: 2015    |    Updated in ITEC: October 15, 2017
Teacher Involvement in Pre-service Teacher Education
This article examined the involvement of in-service teachers in teacher education programs. Specifically, the author asked: 1. in what ways have in-service teachers been involved in pre-service teacher education, beyond the traditional role of the cooperating teacher? 2. what are in-service teachers’ views on teacher involvement in pre-service teacher education and are they willing to become more involved? The author used al litrature review and a survey to collect data. Based on the literature review, there are many potential benefits to increased teacher involvement in pre-service teacher education, including the professionalization of the teaching profession, and, ultimately, better preparing pre-service teachers for the realities of the classroom. The results of the survey indicated that most teachers would consider becoming more involved, if given the opportunity.
Publication Year: 2013    |    Updated in ITEC: September 19, 2017
Why Mentor? Linking Mentor Teachers’ Motivations to their Mentoring Conceptions
The purpose of this study was to explore the relationship between mentors’ mentoring conceptions and their mentoring motives. The findings 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.
Publication Year: 2016    |    Updated in ITEC: September 12, 2017
What Do Student Teachers Want in Mentor Teachers?: Desired, Expected, Possible, and Emerging Roles
This study aimed to add to the discourse about possible roles for mentor teachers and how to best support student teachers and mentors in negotiating these roles. The findings indicated that student teachers have clear ideas about what they desire in a mentor teacher. The authors found that some participants preferred emotional support and others wanted instructional support. However, none of the participants wanted socialization. In addition, the authors identified a new interpretation of the mentor teacher role (mentor as gatekeeper) that might be viewed negatively about the function of student teaching for some student teachers.
Publication Year: 2016    |    Updated in ITEC: September 7, 2017
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