The Effect of Training and Peer Mentor Shadowing Designed to Increase Mentor Capacity on Teacher Mentor Self-efficacy PDF Download
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Author: Teri Thomsen
Publisher:
ISBN:
Category : Job shadowing
Languages : en
Pages : 191
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Book Description
This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature exists on the self-efficacy of teacher mentors. Bandura’s self-efficacy theory and cognitive and collaborative apprenticeship provided the foundational body of knowledge in order to understand teacher mentors’ experiences. This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy. The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
Author: Teri Thomsen
Publisher:
ISBN:
Category : Job shadowing
Languages : en
Pages : 191
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Book Description
This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature exists on the self-efficacy of teacher mentors. Bandura’s self-efficacy theory and cognitive and collaborative apprenticeship provided the foundational body of knowledge in order to understand teacher mentors’ experiences. This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy. The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
Author: Charles O. Rick
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 168
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Book Description
"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.
Author: John Craig
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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Book Description
The purpose of this quantitative study is to investigate the impact of mentoring on new teachers' self-efficacy. In addition, this study investigated the effects of other independent variables such as mentor gender, content area, years of experience, and training on new teacher self-efficacy. Self-efficacy was measured using the Teacher Sense of Efficacy Scale (TSES), developed by Tschannen-Moran and Hoy (2001). Teachers mentored in twenty-three school districts were asked to complete this survey and the demographic information upon completion of the mentoring experience. The results of t-tests, a one-way between-subjects ANOVAs, and a multiple regression were analyzed to determine if there were any significant differences in teachers' self-efficacy perceptions based on their mentor's gender, content area, years of experience, and training. The results showed statistically significant differences in self-efficacy between new teachers with mentors who had the same content area compared to those who did not. There were no statistically significant differences in average self-efficacy found among groups based on mentor gender, years of experience, and training. Finally, while the overall regression model was significant, the results indicated that none of the individual variables were significant predictors of new teacher self-efficacy.
Author: John E. Henning
Publisher: Routledge
ISBN: 1351260103
Category : Education
Languages : en
Pages : 200
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Book Description
This book is an instructional guide for designing and implementing mentoring programs that support clinically-based teacher education. Veteran teacher educators John E. Henning, Dianne M. Gut, and Pam C. Beam outline a developmental approach for supporting mentees as they grow in their careers from teacher candidates to early-career teachers and teacher leaders. Mentors will learn how professional development occurs and how to create the conditions to foster and accelerate it. In Part I, chapters outline key components of the mentoring process, including strategies for engaging, coaching, co-teaching, and encouraging reflection. Part II demonstrates how those strategies can support mentees at different stages of their development. Included throughout are case studies, activities, and discussion questions to facilitate learning.
Author: Carol A. Mullen
Publisher: Routledge
ISBN: 1135698414
Category : Education
Languages : en
Pages : 288
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Book Description
Creates a new model of mentoring where guided, flexible structures unleash the creative capacity of the group. Approaches include the use of lifelong mentoring, professional peer networking and the creative use of collaborative teams.
Author: Tania Smith
Publisher: Rowman & Littlefield
ISBN: 0739179322
Category : Education
Languages : en
Pages : 293
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Book Description
Whether or not a college currently offers a Supplemental Instruction program, uses peer leaders in First-year Learning Community, or assigns Peer Tutors to courses, Undergraduate Peer Mentoring Programs will provide educators with concepts, examples, and findings useful for pr...
Author: Benjamin Kutsyuruba
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 368
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Book Description
This volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or proteges and mentors in K-12 school settings. At its core, mentoring is about helping, advising, supporting, and guiding mentees and proteges to gain a wide variety of skills, abilities, and/or attributes. Another outcome of mentoring, less often discussed, is the positive impact it can have on the mental health and wellbeing of both the mentor and mentee. Of particular interest for this edited volume is how mentoring can promote mental health, build resilience, and develop capacity to maintain and sustain emotional, psychological, and social wellbeing for all in the K-12 school settings. The notion of wellbeing, in general, includes both hedonic aspects of feeling good (positive emotions) and eudemonic (conducive to happiness) aspects of living well that entail experiences of positive relationships, meaningfulness in life and work, senses of mastery and personal growth, autonomy, and achievement. This edited volume expands and adds to the existing literature on mentoring in schools, by offering a collection of works that examine the connection between mentorship and wellbeing. This volume includes chapters that describe effective mentoring for wellbeing, detail positive approaches to mentoring youth, offer recommendations for growing the wellbeing of pre-service teachers, early career teachers, and mid-late career teachers, illustrate approaches to growing a community of educators through mentoring and developing teacher leaders as agents of change and facilitators of wellbeing, and discuss studies and models for nurturing and promoting wellbeing among and through school leaders in national and international settings. Through these chapters, authors advocate for greater attention to how to support and nurture wellbeing as central to mentorship efforts in K-12 school settings. ENDORSEMENTS: "Mentoring for Wellbeing in Schools shines light on wellbeing in studies of mentoring in K–12 education. This collection provides researchers, practitioners, and policymakers alike with a rich array of wellbeing in mentoring relationships—not as an add-on feature of mentorship but rather an essential aspect of mentors’ support and role. As demonstrated from various perspectives, a culture of wellbeing in schools has multiple benefits for people and organizational cultures, including teacher and leader preparation. Readers, especially those concerned with the flourishing of schools in a pandemic world, will walk away better prepared to make mentoring work." — Carol A. Mullen, Virginia Tech "Effectively marshalled by Kutsyuruba and Kochan, respected international authorities on mentoring, the authors provide a wealth of examples and guidance on much-needed means of promoting wellbeing and human flourishing in schools. Given the vast number of threats and impediments to the wellbeing of students, trainee teachers, established teachers, and principals worldwide, this work is extremely timely. Arguably, it should be compulsory reading for school principals, mentors, teacher educators, mentor trainers, education researchers in these spaces, and – perhaps more importantly – anyone who holds public office and makes or has the capacity to influence decisions which impact the work of school teachers and principals." — Andrew J. Hobson, University of Brighton, UK
Author: Anna Mary Walthall Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 270
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Book Description
New teachers leave the profession when they do not feel supported by their local schools and when the challenges of teaching outweigh the rewards. Mentor and induction programs intend to provide new teachers with necessary support to encourage new teachers' growth and retention; however, frequently, these programs fall short in meeting the expected outcomes. As a result, new teachers receive sporadic and surface level supports throughout the year which do not increase their success nor their retention. United Public Schools lost approximately 10% of its teachers last year which resulted in the hiring of over 1,200 new teachers either new to the field of education or new to the district. Local schools provide mentor and induction programs to these teachers which produce varying results. The district's Professional Learning department offers to partner with interested schools to develop teacher leaders serving as Lead Mentors through ongoing pr1ofessional development and implementation support in an effort to strengthen the supports new teachers receive. At the beginning of the study, only 35% of local schools participated in the mentor development program. A group of committed stakeholders formed an action research team to investigate mentor development and determine effective scaffolds to support the implementation process. In addition, the team desired to examine how to utilize action research as a process for addressing problems within the organization. Three research questions guided the study: 1. How does the district's mentor development program impact mentors' beliefs and improve mentors' self-efficacy? 2. What is the relationship between mentors' support and new teachers' perceptions of their mentors' support? 3. What does the action research team learn about investigating problems within the organization as they collaboratively develop and implement the mentor development program? The action research process supported the team in addressing an organizational challenge, and the findings revealed the need for mentors to receive ongoing professional learning and implementation support for providing instructional supports to new teachers. Also, the study revealed the individualized nature of the mentors' transformation as they participated in the program and experienced changes in their self-efficacy and beliefs about mentoring.
Author: Jeanett Castellanos
Publisher: Taylor & Francis
ISBN: 1000979717
Category : Education
Languages : en
Pages : 271
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Book Description
Mentoring demonstrably increases the retention of undergraduate and graduate students and is moreover invaluable in shaping and nurturing academic careers. With the increasing diversification of the student body and of faculty ranks, there’s a clear need for culturally responsive mentoring across these dimensions.Recognizing the low priority that academia has generally given to extending the practice of mentoring – let alone providing mentoring for Black, indigenous, and people of color (BIPOC) and first generation students – this book offers a proven and holistic model of mentoring practice, developed in the field of psychology, that not only helps mentees navigate their studies and the academy but provides them with an understanding of the systemic and racist barriers they will encounter, validates their cultural roots and contributions, and attends to their personal development.Further recognizing the demands that mentoring places on already busy faculty, the model addresses ways of distributing the work, inviting White and BIPOC faculty to participate, developing mentees’ capacities to mentor those that follow them, building a network of mentoring across generations, and adopting group mentoring. Intentionally planned and implemented, the model becomes self-perpetuating, building an intergenerational cadre of mentors who can meet the growing and continuing needs of the BIPOC community.Opening with a review of the salient research on effective mentoring, and chapters that offer minority students’ views on what has worked for them, as well as reflections by faculty mentors, the core of the book describes the Freedom Train model developed by the godfather of Black psychology, Dr. Joseph White, setting out the principles and processes that inform the Multiracial / Multiethnic / Multicultural (M3) Mentoring Model that evolved from it, and offers an example of group mentoring.While addressed principally to faculty interested in undertaking mentoring, and supporting minoritized students and faculty, the book also addresses Deans and Chairs and how they can create Freedom Train communities and networks by changing the cultural climate of their institutions, providing support, and modifying faculty evaluations and rewards that will in turn contribute to student retention as well as creative and productive scholarship and research.This is a timely and inspiring book for anyone in the academy concerned with the success of BIPOC students and invigorating their department’s or school’s scholarship.
Author: Susan Myers
Publisher: Springer Science & Business Media
ISBN: 9460918700
Category : Education
Languages : en
Pages : 267
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Book Description
This book provides practitioners, researchers, and those involved in mentoring activities insight into varying types of mentoring. It covers aspects of mentoring with preservice teachers, K-12 practitioners, academia, and professionals in public and private sectors. Other areas not typically covered include service learning, faculty and graduate student writing and research groups, undergraduate and graduate student mentoring groups, online programs for alternatively certified teachers, formal mentoring programs for marginalized and underrepresented populations, academic mentoring for tenured faculty, and mentoring support for administrators at all levels! A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level. A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level.
