Mentoring in Clinical Placements: Conceptualization of Role and Its Impact on Practices

Reinhardt, Kimberly S.

doi:10.1080/01626620.2017.1347533

Cited by 4 publications

(6 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In conclusion, consistent with previous research, the importance of role models (university and school-based), collaborative networking, and in-depth professional learning were identified in our study as factors guiding effectiveness (Erickson, 2017;Myers, et al, 2017;Olsen & Rao, 2016;Reinhardt, 2017). Community building using a culturally-responsive approach was also frequently referred to as helpful factor associated with our urban teacher preparation programs.…”

Section: Discussionsupporting

confidence: 89%

Critical Incidents That Help or Hinder Novice Urban Teachers' Ability to Impact Learning and Development

Many¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 89%

Critical Incidents That Help or Hinder Novice Urban Teachers' Ability to Impact Learning and Development

Many¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

“…Engestr€ om and Sannino, 2010). Flexibility in design and content motivated the participantswhich is in line with Reinhardt (2017), who asserts that dynamic processes to meet participants' needs are preferable to static models. The findings are also in line with those of Dille and Røkenes (2021), who highlight the importance of OTPD programmes that catch participants' interests and needs because their attitudes affect both the activities and the potential outcomes.…”

Section: An Otpd Programme As a Boundary Artefactmentioning

confidence: 58%

“…Teachers should be involved in prioritising the kind of professional development they need. Postholm (2020) and Reinhardt (2017) highlight the importance of the start-up phase in teachers' professional development. When teachers clarify their needs and formulate appropriate goals in an early phase, it is easier for them to understand the purpose and take control of their professional development activities.…”

Section: Theoretical Framework and Relevant Literaturementioning

confidence: 99%

“…, 2020). Postholm (2020) and Reinhardt (2017) call for more research focus on the importance of universities facilitating a good start for teachers in their professional development.…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have presented a need for more research on school-based mentors' learning (Langdon, 2014), their perspectives on their new roles as mentors (Helleve and Ulvik, 2019) and the importance of mentor training (Sandvik et al, 2020). Postholm (2020) and Reinhardt (2017) call for more research focus on the importance of universities facilitating a good start for teachers in their professional development.…”

mentioning

confidence: 99%

See 2 more Smart Citations

An online teacher professional development programme as a boundary artefact for new school-based mentors

Dille

2022

IJMCE

View full text Add to dashboard Cite

PurposeThe study aims to explore the experiences of new school-based mentors in Norway of an online teacher professional development (OTPD) programme in mentoring. The focus was on how the OTPD programme worked out as a boundary artefact to strengthen the coherence between a university and partner schools.Design/methodology/approachConstant comparative analysis was used to examine 21 school-based mentors' experiences and how the programme worked out as an artefact to strengthen the coherence between the teacher and education arenas. The findings were interpreted considering the literature and OTPD and boundary-crossing theories.FindingsThe findings revealed that the OTPD programme served as a boundary artefact. By participating, the new school-based mentors felt part of a community, identifying as teacher educators. Thus, the programme mediated their understanding of their new role as a teacher educator. Two main tensions were found: first, resistance towards online collaboration with school-based mentors across schools and participants that preferred to work locally with their own colleagues and, second, different technologies at the schools and the university disrupting the participants' experiences. Overall, this study emphasised the value of a facilitator from the university supporting the participants' development in the OTPD programme.Originality/valueThis study provides an understanding of teachers' OTPD when at the boundary of becoming school-based mentors and may contribute to enhancing universities' quality of teacher education. This study also highlights the importance of stronger connections between school-based mentors and their university campuses.

show abstract

Early Childhood Education Interns’ and Cooperating Teachers’ Discussions on Trauma-Informed Practices

Dewhirst

Spivey

Jang

et al. 2023

Action in Teacher Education

View full text Add to dashboard Cite

Mentoring in Clinical Placements: Conceptualization of Role and Its Impact on Practices

Cited by 4 publications

References 32 publications

Critical Incidents That Help or Hinder Novice Urban Teachers' Ability to Impact Learning and Development

Critical Incidents That Help or Hinder Novice Urban Teachers' Ability to Impact Learning and Development

An online teacher professional development programme as a boundary artefact for new school-based mentors

Early Childhood Education Interns’ and Cooperating Teachers’ Discussions on Trauma-Informed Practices

Contact Info

Product

Resources

About