Mentor Teachers Research Articles

Exploring Mentor Teachers’ Experiences and Practices in Japan: Formative Intervention for Self-Directed Development of Novice Teachers

Exploring Mentor Teachers’ Experiences and Practices in Japan: Formative Intervention for Self-Directed Development of Novice Teachers

A Description of Intelligibility in Fossilized English Pronunciation of Mentor Teacher to Native English Speakers

A Description of Intelligibility in Fossilized English Pronunciation of Mentor Teacher to Native English Speakers

Constructivist Mentor: Influence of Mentor Teachers on Mentees

Constructivist Mentor: Influence of Mentor Teachers on Mentees

MOŽNOSTI ROZVOJA REFLEXÍVNYCH KOMPETENCIÍ ŠTUDENTOV UČITEĽSTVA

DEVELOPMENT POSSIBILITIES OF REFLECTIVE SKILLS IN TEACHER EDUCATION STUDENTS The study focuses on the potential for developing reflective competencies in future teachers through simulation strategies. Reflective competencies are crucial for the professional growth of teachers, as they enable them to critically assess their own teaching practices and adapt them to the dynamic needs of students. The research involved 68 student teachers, who were evaluated by 102 mentor teachers before and after the application of simulation strategies (video reflection, reflective discussion, selfreflection). The Wilcoxon Signed-Rank Test was used to compare the levels of reflective competencies before and after the intervention. The results showed that the p-value was significantly lower than the threshold of 0.05, indicating a statistically significant difference between the pretest and posttest. The findings suggest that simulation strategies had a positive impact on the development of students' reflective competencies. The average ratings increased significantly after the intervention, confirming the effectiveness of simulation strategies as an educational tool. Based on these results, it is recommended to implement simulation strategies in teacher education programs to enhance the preparation of future teachers for their professional practice.

School-Based Teacher Mentoring – Further Evidence for the “Cinderella” Metaphor?

School-Based Teacher Mentoring – Further Evidence for the “Cinderella” Metaphor?

Success Stories of Top Performers in Teacher Education and Liberal Arts

This study was conducted to describe the journey of topnotchers from a private Catholic higher education institution in Tuguegarao City. Employing a phenomenological study approach, this study explored the lived experiences of the four topnotchers from the School of Education, Criminology, Arts, and Psychology between 2013 and 2023. Using thematic analysis to analyze the answers of the top notchers to the validated semi-structured interview questionnaire, several key factors that contributed to their success in achieving top placements in the board examinations were revealed. These factors were strong institutional support, effective teacher mentorship, good personal characteristics, a supportive family, peer support, and strategic personal interventions. These emphasize how important it is to have a solid support system inside and outside the school setting. Based on these results, the study offers various recommendations for the institution to enhance further its support for those students who are determined to succeed. These include strengthening academic and emotional support strategies from the school, family members, and peers. Moreover, it is important to invest in faculty development, enrich library resources, and intensify board exam review courses to incorporate meaningful learning experiences and test the effectiveness of a certain practice. Additionally, assessing students’ study routines to improve effective study habits and leveraging more top-notch testimonies for promotional purposes to attract more enrollees. These could serve as a source of inspiration for students and a means of enhancing the school’s standing as a producer of high scorers on board exams. Therefore, this study encourages students to pass and ace the board examinations.

Research on the training of family education mentors in China

At present, the cultivation of family education mentors is facing both opportunities and challenges, as a unified national standard for the cultivation of family education mentors has not yet been established; The theoretical system construction and talent cultivation of family education are not yet mature; The qualifications of relevant training institutions for family education instructors vary in quality; The widespread recognition of family education as a mentor in the professional society urgently needs to be improved. In the future, the cultivation of family education mentors should start from the following directions: to develop a unified outline and training plan for family education mentors; Accelerate the construction of the theoretical system and talent cultivation of family education disciplines; Establish a qualification evaluation and evaluation system for family education mentors and training institutions as soon as possible; Scientific promotion to enhance the professional identity of family education mentors.

Advancing the Science of Mentorship: Future Directions for Sustainable Implementation and Evaluation of Mentorship Education for the Clinical and Translational Science Workforce.

The Advancing the Science of Mentorship: Future Directions for Sustainable Implementation and Evaluation of Mentorship Education for the Clinical and Translational Science Workforce conference was held in Madison, Wisconsin, in April 2023. The conference provided an engaging and scholarly forum for clinical and translational researchers from diverse backgrounds and career stages (including leaders at Clinical and Translational Science Award (CTSA) hubs and affiliated institutions) with a professional interest and commitment to improving and diversifying workforce development and fostering a climate of inclusive excellence through best practices in mentorship. Outcomes from the conference include an online resource and a new Community of Practice.

Mentoring up for early career investigators: Empowering mentees to proactively engage in their mentoring relationships.

Effective mentorship is recognized as critical for the professional development of clinical and translational investigators. Evidence-based mentorship training prompted the development of training for mentees at early career stages who are navigating both mentor and mentee roles. The curriculum titled, Mentoring Up for Early Career Investigators, recognizes the importance of building mentee self-efficacy across proactive mentorship skills and competencies. Mentoring Up for Early Career Investigators curriculum is based on the research mentor training approach in Entering Mentoring. Pilot implementations of Mentoring Up at the University of Wisconsin-Madison and University of Pennsylvania had positive training outcomes for KL2 Scholars. Subsequently, Mentoring Up was implemented and evaluated at several other institutions. For 26 implementations longer than 4 hours, data were collected on trainee demographics, satisfaction with training, skill gains across mentorship competencies, and the intent to change mentoring behaviors following training. 88% of participants rated the mentee training as valuable. Significant skill gains were reported across all mentorship competencies following training. 77% reported specific plans to change or augment their mentoring behaviors because of the training. The majority aligned with mentorship skill competencies (aligning expectations, effective communications) or mentoring up strategies (voicing needs, setting boundaries, communicating proactively). Mentoring Up training is effective in advancing mentee skills and promoting strategies to be more proactive in getting their mentoring needs met. Mentoring Up offers an expansion to the suite of mentorship education and resources to support the career advancement of all in the translational science workforce.

Building Bridges: A Mentor Education Program for Occupational Therapy Practitioners

Building Bridges: A Mentor Education Program for Occupational Therapy Practitioners

Pre-service Teachers’ Experiences in Handling Reticent Students During Teaching Practicum: Challenges and Strategies

This study looked at the experience of English as a Foreign Language (EFL) pre-service teachers handling reticent students during their teaching practicum. Reticent students are characterized by reluctance or hesitance to participate or engage in classroom discussions and activities actively. Teaching practicum is a hands-on educational experience that allows pre-service teachers to apply classroom theories and teaching strategies in real-world settings, fostering their professional growth under the guidance of experienced educators. Previous studies have explored teacher perceptions and strategies for addressing student reticence, but less attention has been given to pre-service teachers' experiences. The study employs a qualitative research design, conducting semi-structured interviews with five pre-service teachers who have completed their teaching practicum. The interviews explore the participants' experience focusing on the challenges and strategies in handling reticent students. The findings revealed common challenges faced by the participants and the strategies employed to handle reticent students. Based on the findings, recommendations are made for teacher education programs and mentor teachers to better prepare pre-service teachers in handling reticent students. Finally, the study implied some limitations and provided recommendations for future research.

FACTORS INCREASING SELF-PERCEIVED EFFICACY OF MENTOR TEACHERS: GENERAL AND PERSONAL EFFICACY

This study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers with regard to mentoring student teachers on placement. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed, while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach’s alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. The research group consisted of 128 respondents cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice. The majority of them comprised respondents with 26 – 30 and 31 and more years of teaching practice, 6 – 10 and 11 – 15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion of training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice, teaching qualifications, and position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings probably indicate that further education focused on mentoring boosts mentor teachers’ cooperating with Pavol Jozef Šafárik University in Košice trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.

‘Not fully coordinated’: the loosely coupled paradigm as a framework for understanding relationships of educators in teacher education programmes

ABSTRACT Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in Israel, focusing on the preparation period of pre-service teachers. Forty-five educators (teacher educators; mentor teachers; programme heads) were interviewed. Using thematic analysis, two themes regarding relationships were found: who forms the relationship and what its purpose is; and the nature of the relationship. Two additional themes emerged regarding the relationship which shaped the teacher education programme: a highly bureaucratic profile; and procedures dependent on personal relationships. The study shed light on the implementation of a school-based experience (practicum) for pre-service teachers that is based on academia-field partnership. Using loosely coupled paradigms in accordance with the findings, it seems that bureaucratic procedures tend to increase at the expense of pedagogical aspects, as demonstrated by the educators involved in the teacher education programmes.

Mentor teachers’ motivations and implications for mentoring style and enthusiasm

Using expectancy-value theory, this cross-sectional study examines the extent to which the expectations and values mentor teachers attach to mentoring are associated with their mentoring styles and enthusiasm. Path-analytical results of N = 189 Austrian mentor teachers surveyed in 2022 showed that high expectations of success and high attribution of values related to the social utility of mentoring are associated with self-assessed constructive mentoring. Transmissive behavior correlated positively with extrinsic personal utility value. Enthusiasm is high when mentors have a strong intrinsic motivation and attach high intrinsic personal utility value to mentoring. These findings contribute to knowledge on factors shaping mentoring quality.

Mentoring and metacognition—Interferences and interdependencies

This paper conducts a comparative analysis of mentoring and metacognition in education, unveiling their intricate connections. Both concepts, though seemingly disparate, prove to be interdependent within the educational landscape. The analysis showcases the dynamic interplay between mentoring and metacognition, emphasizing their reciprocal influence. Metacognition, often perceived as self-awareness and introspection, is found to complement the relational and supportive nature of mentoring. Within this context, metacognitive education within mentoring emerges as a vital component. Practical recommendations are offered for effective metacognitive training, highlighting its role in enhancing cognitive and metacognitive skills. Moreover, the paper introduces the concept of a “mentoring scaffolding system.” This system emphasizes mentor-led gradual independence for mentees, facilitating their professional and personal growth. The necessity of fostering a metacognition culture in education is a central theme. Such a culture promotes improved performance and lifelong learning. The paper suggests integrating metacognition into curricula and empowering learners as essential steps toward achieving this culture. In conclusion, this paper advocates for the integration of metacognition into mentoring and education, fostering self-awareness, independence, and adaptability. These attributes are deemed crucial for individuals navigating the challenges of the information age.

Professional training ground as a model for organizing mentoring in vocational education

Professional training ground as a model for organizing mentoring in vocational education

About mentoring in higher education

Mentoring has proved most successful in educational practice of the past years and in modern management as a form of increasing professionalism and a technology for effective management. The educational potential of mentoring is based on a person-oriented approach to a developing person, and subject-subject relationships with him. Thanks to mentoring activities, the personal professional competence of students and young specialists is increased through the internalization of positive experience, standards of excellence and values of professionalism. The article describes mentoring models implemented in the modern context. It presents the Mentoring Project developed by A. V. Mordovskaya, Doctor of Pedagogical Sciences, Professor of the Ammosov North-Eastern Federal University. The practice of implementing mentoring programs in Russian universities is considered.

Constraints and Strategies for Inclusive Education in Indonesia at the Primary School Level: A Literature Review

Inclusive education in Indonesia is designed for all learners, both "regular" learners and learners with special needs. Inclusive education also aims to facilitate students with special needs to be able to get along with peers in general by placing one educational environment together with "regular" students, so that it is expected to realize an educational environment that respects diversity and without discrimination. However, in its implementation there are obstacles that are not easy to face, both for inclusive schools and teachers who teach. The purpose of this research is to find out the obstacles faced by inclusive schools and teachers at the primary school level and also provide strategies that can be used to optimize inclusive education. The research method used is a qualitative method with a literature review approach. The results of the study show that some of the obstacles faced are the lack of special mentor teachers, the lack of teacher knowledge about students with special needs, the imposed curriculum, the school environment that is still not friendly for students with special needs, and so on. Teachers can use various models, strategies, media and learning resources that are tailored to the class. One strategy that schools can do is to bring in professionals to provide insight for all school members regarding students with special needs. One method or strategy that parents of children with special needs can do is to apply the TEACCH method. And for the government, the education office needs to coordinate internally, especially in the field of educators who can understand the concept and implementation of inclusion policies on an ongoing basis.

THE DIDACTIC MENTOR'S KIT. THE EFFICIENCY OF THE MENTORING ACTIVITY

In a mentoring program, two characters are necessarily involved: the mentor and the mentee. In order to achieve an effective, authentic mentoring process, one must start from the intersection of the answers to two questions: What do I expect from the mentor/mentee and What do I bring to the mentoring process? In addition to personality and professional traits, the mentor teacher has to prepare and use a series of working tools, a mentor's kit, which in a general form we will present in this work paper and which need to be adapted according to the needs of the mentee and the school institution. The tools in the mentor's kit were presented and offered for use to the 293 teachers, participants of the Prof I and II course, in two modules. In short research survey we introduce present the views of the mentors who used them.

Mentor Teacher Perceptions of Effective University Supervisors: Prioritizing Collaboration and Community

Ensuring teacher candidates have high-quality experiences in their clinical placements is essential for sustaining their progress as teachers, and ultimately, the teaching profession. This article explores mentor teachers’ perceptions of effective university supervisors and the ways in which the mentors’ perceptions of effective supervision aligned with Burns’s et al. (2020) Framework for the Scope and Nature of Teacher Candidate Supervision. The authors interviewed 53 mentor teachers and analyzed data based on Burns et al.’s framework of 84 pedagogical routines of practice. Results indicate mentors highly valued pedagogical routines associated with Burns et al.’s Collaboration and Community category, pointing specifically to the importance of university supervisors making themselves available through quality communication and frequent school visits. Mentor teachers in this study also appreciated university supervisors who adopted a learner stance and provided mentor teachers with timely support.