MOFET ITEC - Mentoring & Supervision

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Last update in this section: August 9, 2017
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Mentoring & Supervision
Examining the Benefits of a Faculty Technology Mentoring Program on Graduate Students' Professional Development
This study investigated the impact of a university-wide faculty technology mentoring (FTM) program on participating graduate students' professional development. The results reveal both how graduate students are rewarded by participating in such activities and valuable mentoring methods to develop graduate students' technical, academic, pedagogical, and professional skills.
Publication Year: 2016    |    Updated in ITEC: August 9, 2017
Benefits of Peer Mentoring to Mentors, Female Mentees and Higher Education Institutions
In this article, the authors describe a pilot mentoring program which includes the under-representation of female researchers in senior academic positions by supporting early career development for young academics at two faculties at a Danish university. The authors analyze the benefits of mentoring to postdoc female researchers’ career, to the mentees, and to the higher education institution. The implementation of the structured mentoring program demonstrates a level of institutional support that helped strengthen self-confidence and individual development, and provided access to experienced researchers’ knowledge about career planning and integration in the research environment.
Publication Year: 2016    |    Updated in ITEC: August 9, 2017
Strategies for Mentoring Pedagogical Knowledge
This study aimed to investigate mentors’ strategies that can be used to facilitate pedagogical knowledge in the mentee. In this study, mentors outlined strategies for developing preservice teachers’ pedagogical knowledge practices. There were several or more practical strategies suggested for each mentoring practice associated with pedagogical knowledge. For example, strategies for deeper learning about planning included co-planning and reflecting verbally on planning with the mentee by deliberating on the specific learning needs of students.
Publication Year: 2013    |    Updated in ITEC: July 19, 2017
Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher’s Pedagogical Content Knowledge Development
The purpose of this study is to describe the strategies used by a highly regarded, secondary biology mentor teacher to foster a preservice biology teacher’s pedagogical content knowledge (PCK). In this study, the mentoring was exclusively focused on beliefs about effective science teaching and how students’ learn science. The mentor teacher helped preservice teacher understand why he should teach in particular ways. The mentor also helped the mentee develop his topic-specific knowledge of students’ understanding of science by discussing common misconceptions revealed in students’ conversations and examination responses. She modeled ways for the mentee to access students’ misconceptions.
Publication Year: 2015    |    Updated in ITEC: July 6, 2017
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