Examining the Mentoring Process in Collaborative Project-based Learning of Preservice Instructional Technology Teachers

Abstract

The main purpose of this study was to investigate how special education knowledge and practice can be expanded through mentoring activities. In this respect, an interdisciplinary one-to-many mentorship study with Collaborative Project-based Learning (CPBL) was conducted. The mentors were Special Education faculty members who guided preservice teachers from the Instructional Technology department. During this guiding process, the preservice teachers developed animations for teaching daily life skills to students with intellectual disability (ID). The study followed a mixed-methods sequential explanatory design. This current study showed that mentoring with CPBL can be effective in equipping both mentors and mentees with a variety of skills. Specifically, mentoring can be an effective process for preservice teachers to construct context-specific knowledge in educating students with special needs. The study’s quantitative findings showed that the mentors were successful during the mentoring process.

Online project-based learning for teacher education during the COVID-19 pandemic: A systematic review

“…According to Aksela and Haatainen (2019) and Habibi et al (2022), teacher performance focusing on improving teaching quality can improve students' learning motivation and higher-order thinking abilities. For students, the main challenges are related to skills in using information technology to access information resources and implement projects (Aksela & Haatainen, 2019;Al Mulhim, 2022;Alromaih et al, 2022;Chung & Li, 2021), and authentic challenges such as the abilities to execute the research steps (Al-Busaidi & Al-Seyabi, 2021), focus on project participation (Alromaih et al, 2022), and the time management skills (Aksela & Haatainen, 2019;Kamali Arslantas & Kocaoz, 2021;Nava & Park, 2021). During the COVID-19 period, on the other hand, both teachers and students are under great pressure, and limited technology skills, inconvenient online communication, project time constraints, and inexperienced management skills have delayed their work (Poonpon, 2021;Prasetiyo et al, 2023), are also significant difficulties for the implementation of PjBL.…”

Collaborative Mentoring as a Way of Meeting Teachers’ Inclusive Teaching Practices Needs: Investigating Learning Outcomes

“…Consequently, collaboration has been a hallmark in IE practices as different stakeholders try to nurture meaningful learning experiences of students with disabilities (Friend & Cook, 2010). Teachers and faculty members can collaborate together with a mutual goal to better improve the teachers' skills and in the end improve the learning of students (Kamalı Arslantaş & Kocaöz, 2021;Munthe & Rogne, 2015). Despite the literature provides information on the problems observed related to the IE practices, it lacks providing teachers with collaborative learning environments that offer a flexibility in the process shaped based on their needs.…”

Perancangan Ui/Ux Fitur Mentor on Demand Menggunakan Metode Design Thinking Pada Platform Pendidikan Teknologi

“…Adapun manfaat dari mentoring adalah mendorong mentee untuk mampu merencanakan peluang masa depan dengan membantu membentuk dan mengarahkan visi [2]. Selain itu mentor dan mentee dapat saling bertukar informasi untuk saling menambah pengetahuan yang belum pernah didapat sebelumnya [3].…”