Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills

Hennissen, Paul; Crasborn, F.J.A.J.; Brouwer, Niels; Korthagen, Fred; Bergen, T.C.M.

doi:10.1016/j.tate.2011.03.009

Cited by 87 publications

(60 citation statements)

References 35 publications

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“…The mentors did open their mind to understand the needs of pre-service ISSN 1948-5476 2014 teachers through constant dialogue. As the perspective from Hennissen et al (2011), the mentors of this study noticed their mentees' concerns and adaptations for their current stages of professional development. Moreover, even though no much mentoring performances (only 32 headings) refer to the collaboration of mentors and pre-service teachers, some awarded mentors have perceived the benefits on professional development when guiding pre-service teachers, similar to the literature (Goodnough, et al, 2009;Spilková, 2001;Stanulis & Russell, 2000), indicating effectiveness and advantages of mutual learning during mentoring.…”

Section: Conclusion and Discussionmentioning

confidence: 95%

“…No one supervisory approach is effective for all pre-service teachers (Glickman & Bey, 1990, p. 560). Mentor teachers need to assure that the mentoring roles they take and the strategies they use to support mentees' learning are related to their mentees' concerns and suitable for their current stages of professional development (Hennissen, et al, 2011).…”

Section: The Role Of Mentor Teachermentioning

confidence: 99%

“…technique-oriented, including specific skills about lesson planning and classroom management. Hennissen, et al (2011) identified that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance. Effective mentors provide their mentees with emotional and psychological support, and make them feel welcome, accepted and included (Rippon, & Martin, 2006).…”

Section: The Mentoring Skillsmentioning

confidence: 99%

“…The mentoring skills of the excellent mentor teachers are concerned. Previous studies have indicated the approaches on specific skills in mentoring of general mentors Hennissen, Crasborn, Brouwer, Korthagen, & Bergen, 2011;Rajuan, Beijaard & Verloop, 2007;Rippon, & Martin, 2006); however, few studies identified the quality of mentoring work of excellent mentor teachers for pre-service teachers. This study aims to identify the performances of 76 Taiwanese awarded mentor teachers in mentoring for pre-service teachers.…”

Section: Introductionmentioning

confidence: 99%

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Excellent Mentor Teachers’ Skills in Mentoring for Pre-Service Teachers

Liu

2014

IJE

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This study aims to identify the performances of 76 Taiwanese awarded mentor teachers in mentoring pre-service teachers by analyzing their written reports related to mentoring processes. An inductive content analysis method was used to construct headings and codes in relation to mentoring skills. The analytical result reveals that 448 headings were formed and were further categorized into six groups, reported as six mentoring skills. The mentoring skills rank-order from high to low frequencies are as follows: employing the built model as a framework for teaching guidance, guiding interpersonal interactions, fostering career competitive ability, encouraging reflections on internship experiences, creating mentoring plan through discussions with pre-service teachers, and giving emotional supports. Like the previous studies, the study finding reveals that the person-oriented supports like giving emotional supports, only accounting for 1.3%, seem to be unusually used by Taiwanese mentor teachers.

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Section: Conclusion and Discussionmentioning

confidence: 95%

Section: The Role Of Mentor Teachermentioning

confidence: 99%

Section: The Mentoring Skillsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Excellent Mentor Teachers’ Skills in Mentoring for Pre-Service Teachers

Liu

2014

IJE

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“…Real classroom experiences provide an environment in which students can testing and re-examine both learned theories and their own pre-existing beliefs. The teacher's personality, cultural background, and strength of beliefs influence how extensive the changes are likely to be (Eliam, 2002;Hennissen et al, 2011). For example, low-risk contexts that provide support and suggestions from supervisors and other student teachers increase the likelihood of change (Hollingsworth, 1989;Tang, 2003).…”

Section: Changes In the Beliefs Of Student Teachersmentioning

confidence: 99%

Learning to Teach: A Descriptive Study of Student Language Teachers in Taiwan

Liaw¹

2012

ELT

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Studies have shown that many training programs are relatively ineffective in preparing prospective teachers for classroom teaching. Such findings suggest that teacher training programs might require improvement and that prospective teachers should be more thoroughly assessed during the training period. This study examined the learning process of a group of EFL teachers during their practicum at elementary schools. Our findings indicate that prior language learning experience and peer student teachers play a critical role in this period. Overall, the results suggested that student teachers would benefit from greater integration between field experiences, practicum, and lecture courses, which would enable the students to link teaching theory and practice more effectively.

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Assessing the Quality of Mentoring: Evidence-Based Development of a Training Programme for Biology Mentors and Pre-service Biology Teachers for Scientific Issues

Nestler,

Retzlaff-Fürst,

Groß

2023

Contributions From Biology Education Research

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Mentoring is a key scaffold where pre-service biology teachers are supported by an experienced biology teacher (i.e. a mentor). A SWOT analysis revealed that our federal state is missing biology mentor teacher (BMT) training. We conducted a design-based research study to create a training programme for our biology mentor teachers. The first aim of the study was to develop the theoretical background for the complex process for biology mentor teacher training. The tetrahedron model developed by Prediger and colleagues was adapted to describe the challenging situation for BMT training. Our second aim was to evaluate the mentoring quality and subject-specific content of mentoring dialogues in the design cycle to connect this study to previous research. Our results show that mentoring quality increases after BMT training. Surprisingly, the mentor teacher and the pre-service teacher differ in their assessment. The evaluation of content of mentoring dialogues shows a higher share of discussions on content knowledge than in previous studies. All in all, this is one of the first studies on BMT training. This paper is an invitation to continue the work in this important field of biology teacher training.

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Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills

Cited by 87 publications

References 35 publications

Excellent Mentor Teachers’ Skills in Mentoring for Pre-Service Teachers

Excellent Mentor Teachers’ Skills in Mentoring for Pre-Service Teachers

Learning to Teach: A Descriptive Study of Student Language Teachers in Taiwan

Assessing the Quality of Mentoring: Evidence-Based Development of a Training Programme for Biology Mentors and Pre-service Biology Teachers for Scientific Issues

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