MOFET ITEC - Mentoring & Supervision

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Last update in this section: January 30, 2018
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Mentoring & Supervision
Student Teachers’ Team Teaching during Field Experiences: An Evaluation by their Mentors
This study investigates the attitude of mentors toward student teachers’ team teaching in general and toward parallel and sequential teaching in particular. Furthermore, the authors also examine the advantages and disadvantages the mentors see for the actors involved (mentors, student teachers, and learners) and the conditions they consider necessary for successful implementation. The findings indicate that mentors demonstrated an openness toward the use of team teaching during field experiences. The mentors identified both advantages and disadvantages for mentors and student teachers.
Publication Year: 2016    |    Updated in ITEC: January 14, 2018
Supporting Faculty Mentoring through the Use of Creative Technologies: There’s An App For That
In this article, the authors addressed two issues that could improve the mentoring relationship. The first issue refers to a system for prompting regular contact between mentor and mentee. The second one addresses to a prompt to both mentor and mentee that provides relevant and timely topics as a springboard for conversation and mentoring guidance during those meetings. The authors describe how the use of creative technology at Northeastern University in Boston, Massachusetts addressed these two issues.
Publication Year: 2016    |    Updated in ITEC: January 14, 2018
Preservice Teachers’ Professional Identity Development and the Role of Mentor Teachers
The purpose of this study was two-folded. Firstly, it investigated the changes in preservice teachers’ professional identity after a four-week block practicum; Secondly, it examined the role of mentor teachers in creating changes in their professional identity. The author concludes that mentoring relationships played a significant role in shaping preservice teachers’ teacher identity. The detailed feedback mentor teachers provided and their positive interactions, helped preservice teachers build higher levels of confidence, and demonstrate a deeper understanding of their role as a teacher.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
Prospective and Mentor Teacher Perspectives on Co-learning Events
This study aimed to examine practicing mentor teachers (MTs) and prospective teachers' (PSTs) perspectives on their experiences in co-learning events. The findings reveal there is evidence of a personal orientation toward mentoring interactions among both PSTs and MTs. MTs noted that the co-learning events helped them connect with and build relationships with PSTs, in particular the sessions when MTs joined the PSTs in their methods courses. MTs saw these personal connections to PSTs as supporting their ability to serve as mentors. However, the authors also found that some PSTs resisted the positioning of MTs as learners during particular co-learning events. PSTs said that they considered the methods course as a learning space for them. Hence, when MTs joined the class, they expected them to instruct the class in particular content.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
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