International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Mentoring & Supervision
Page 26/27
261 items
251
The article describes a cross-cultural professional development model, in which science teachers were mentored by university science education professors from Australia and the United States. The study revealed the importance of one-to-one mentoring; the importance of understanding science content, and the importance of working from the predispositions of the teachers as essential components of effective professional development.
Published: 2007
Updated: Feb. 17, 2008
252
Ethical issues pertaining to mentor-student relationships are explored in this articles. These focus on multiculturalism contexts pertaining to race and ethnicity, religion, gender and sexuality, age and ability. Authors make recommendations regarding culture and mentoring.
Published: 2008
Updated: Feb. 12, 2008
253
The subject of boundaries within mentoring relationships is explored in this article. The author suggests that boundaries and mutual relationships must be navigated well in order to maintain the mentor objective and the student unexploited or harmed. Concepts such as boundary crossings, boundary violations and multiple relationships are explored in the context of mentoring relationships.
Published: 2008
Updated: Feb. 12, 2008
254
The article provides a guide to character development of a protégé. Based on theoretical analysis, the author offers eight propositions regarding ways mentors can help protégés build character through motivation, emotions, knowledge and cognition through experience, reflection and inspiration.
Published: 2008
Updated: Feb. 12, 2008
255
Successful mentoring programs are defined by many mentor functions and benefits for the students. The article explores the issue of tensions between a mentor's inclinations toward mutuality and advocacy of his protégé, and his ethical obligation to objectivity and service as gatekeeper on behalf of the profession.
Published: 2008
Updated: Feb. 12, 2008
256
Optimal reciprocity in mentor-protégé relationships depends largely on contextual factors. The article discusses three examples of contextual variables that can affect reciprocity: the academic research apprenticeship, gender, and culture. The authors argue that mentors' expectations of reciprocity necessarily must be adjusted in order to achieve ethical mentoring within these contexts.
Published: 2008
Updated: Feb. 12, 2008
257
The article describes a comparison study of Australian and Canadian cooperating teachers. The authors contrast the local settings and draw on the differences with respect to the cooperating teachers' preparation and compensation for their role in practicum settings and the complex relations between schools and universities.
Published: 2007
Updated: Jan. 10, 2008
258
The article examines teacher education programs in England, utilizing mathematics in post compulsory education schools. The author investigates the application of Bernstein's theories to teacher education, catering to diversity of the prospective teachers, incorporation of recontextualization into the course, strategies of learning teacher education coursework, and perception of prospective teachers regarding their weaknesses.
Published: 2007
Updated: Dec. 30, 2007
259
Interviews with outstanding cooperating teachers focused on exploring their belief on teacher vision, and what makes a good teacher. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience.
Published: 2007
Updated: Dec. 27, 2007
260
This report investigates mentoring from the perspectives of 7 experienced secondary public school teachers from four different school districts in Oklahoma.The experienced teachers benefited from the mentoring process and their mentoring experiences in two important areas. At the professional level, the teachers gained a sense of self as professional educators. At the personal level, these teachers identified mentoring as a process that worked in almost any situation; in addition, they recognized that conversing about concerns with a knowledgeable colleague was a workable solution for solving issues. Reprinted by permission of the publisher.
Published: 2007
Updated: Dec. 17, 2007