First impressions do count: mentoring student teachers

Adey, Ken

doi:10.1080/13664539700200009

Cited by 16 publications

(9 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Of these two administrative supports, common planning time was the one most powerfully associated with high mentoring support scores. The importance of common planning time is consistent with findings reported by Adey (1997) and Harrison, Dymoke, and Pell (2006) who also found that beginning teachers who had regularly scheduled meetings with their mentor reported these experiences as valuable and effective. This finding illustrates the point that although beginning teachers typically receive some sort of mentoring, without structural support they may not be receiving what they perceive as the most helpful forms of mentoring.…”

Section: Discussionsupporting

confidence: 90%

Through the eyes of the novice teacher: perceptions of mentoring support

Clark

Byrnes

2012

Teacher Development

View full text Add to dashboard Cite

This study examined the perceptions of elementary school beginning teachers (n = 136) across a Rocky Mountain state in the US regarding the mentoring support they received during their first year teaching. Beginning teachers were asked to report the types of mentoring support they received and to rate the helpfulness of this support on the Mentoring Support Survey. Individual item scores and scale scores are reported. An analysis of variance was then used to compare the scale scores of teachers with the administrator-facilitated mentoring supports of common planning time with their mentors and/or release time to observe other teachers. Results indicate that beginning teachers who received both common planning time with a mentor and release time to observe other teachers rated the mentoring experiences they had as significantly more helpful than beginning teachers who were not provided these mentoring supports. Of the two, provision of common planning time was the most important type of administrator-facilitated support.

show abstract

Section: Discussionsupporting

confidence: 90%

Through the eyes of the novice teacher: perceptions of mentoring support

Clark

Byrnes

2012

Teacher Development

View full text Add to dashboard Cite

show abstract

“…No teacher can at the beginning of his/her career be equipped for all the responsibilities s/he is going to face (Bush, 1980;Tisher, 1980;Zimpher & Howey, 1990;Crews, 1991;Marti & Huberman, 1993;Adey, 1997;Higgins & Leat, 1997). The way the teachers are initiated into professional practice through induction courses, and the subsequent inservice education and training programmes, are even more important in teacher education.…”

Section: Induction Process In Kenyamentioning

confidence: 96%

Teachers' Experiences of the Probation Period of Teaching in Kenya: implications for teacher induction policies and programmes

Indoshi

2003

Journal of In-service Education

View full text Add to dashboard Cite

The probation period for Newly Qualified Teachers (NQTs) in Kenya has hardly been studied. Universities have produced thousands of teachers, but it is not clear as to their experiences in schools. This study examines the experiences of graduate teachers during their probation period (first 2 years of service) in order to find out their expectations, surprises, difficulties and the extent of assistance received from mentors. Finally, teachers' suggestions for improvement of the induction process are examined. The study shows that induction of NQTs in Kenya is haphazard and informal. Teachers seldom benefit from it. Recommendations are made about how to improve the NQT induction process, particularly the content, organisation, delivery and evaluation.

show abstract

“…al., 2004;Maynard, 2000;Rippon & Martin, 2006). Secondly, successful mentors spare time for their mentees: they have usual discussions with them and are accessible for casual discussion at other times (Adey, 1997;Harrison, et. al., 2006;Johnson, et.…”

Section: Mentor Selection and Matchingmentioning

confidence: 99%

Mentoring Matters in Workplace: The Impact of Formal Mentoring Program on EFL Instructors’ Performance at ELI, King Abdulaziz University, Saudi Arabia

Khojah¹,

Asif²

2020

ELT

View full text Add to dashboard Cite

An unprecedented acceleration in globalization, cross-culture integration and intensified innovation are a few elements that have triggered the need for availability of mentoring as the professional identity of any institution of higher learning. It has got the status of a foundation stone of mutual accomplishments between universities in the provision of teacher development. Therefore, this research study was carried out to evaluate the experiences of faculty members who participated in a formal mentoring program organized by the English Language Institute (ELI) at King Abdulaziz University (KAU) from 2017 to 2019. In this mixed-method study, a questionnaire and semi-structured interviews were used to gather data in order to respond to questions connected to the effectiveness of the mentoring program for mentors and mentees. The study particularly sought to discover the character of the work issues discussed and the worth judged by participants as emerging from their contribution to a programmed mentoring correlation. Data analysis transpired that mentoring promoted all of those who participated in the program. The study concluded that mentoring could assist in constructing capability in two ways: featured and standardized mentoring of trainee teachers through overt mentoring practices, and demonstrating and deconstructing teaching methods and practices for mentors' pedagogical progression. This study emphasizes the worth and value of the formal mentoring program as a valued and fitting professional development approach. 

show abstract

First impressions do count: mentoring student teachers

Cited by 16 publications

References 4 publications

Through the eyes of the novice teacher: perceptions of mentoring support

Through the eyes of the novice teacher: perceptions of mentoring support

Teachers' Experiences of the Probation Period of Teaching in Kenya: implications for teacher induction policies and programmes

Mentoring Matters in Workplace: The Impact of Formal Mentoring Program on EFL Instructors’ Performance at ELI, King Abdulaziz University, Saudi Arabia

Contact Info

Product

Resources

About