Teacher Mentoring in Service of Beginning Teachers’ Learning to Teach

Wang, Jian

doi:10.1002/9781119128304.ch12

Cited by 8 publications

(13 citation statements)

References 109 publications

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“…The purpose of this training is to generate reflective collaboration that could lead to innovative processes in the student teachers' future work as Norwegian preschool teachers. This is supported by Wang (2018), who argued that teacher mentoring means the establishment of a personal relationship for the professional development of teaching. Through mentoring, educational leadership can select and develop employees who perform effectively by moving the learning arena from a centralised training programme to the cognitive challenges of the workplace.…”

Section: Educational Leadership Cognitive Tasks and Mentoring Providedmentioning

confidence: 92%

Job characteristics theory and mentoring: the influence of cognitive tasks and educational leadership on mentoring provided

Waaland

2020

IJMCE

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PurposeThe purpose of this study was to investigate the influence of cognitive tasks on mentoring provided and the moderating influence of having an educational leadership position.Design/methodology/approachThis cross-sectional survey was based on a questionnaire sent to 435 employees of 29 preschools in Norway. A total of 284 responses were returned, with a response rate of 65.3%. A total of three research hypotheses were formulated. A confirmatory factor analysis (CFA) was used to develop three measurement models, and structural equation modelling (SEM) based on the multigroup analysis was used to test the hypotheses.FindingsResults revealed that cognitive tasks increase the occurrence of mentoring provided at work for employees with and without an educational leadership position. Furthermore, educational leadership moderates the relationship between cognitive tasks and mentoring provided.Research limitations/implicationsThe use of convenience sampling and self-reports are discussed, especially related to representativeness and reporting biases. Implications for practice and future research are also discussed.Originality/valueThis is an understudied area, and no previous research has used a confirmatory approach to investigate how cognitive tasks and educational leadership influence the occurrence of mentoring provided.

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Section: Educational Leadership Cognitive Tasks and Mentoring Providedmentioning

confidence: 92%

Job characteristics theory and mentoring: the influence of cognitive tasks and educational leadership on mentoring provided

Waaland

2020

IJMCE

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“…En la literatura revisada se han identificado algunas clasificaciones del acompañamiento según diferentes criterios (Kay & Hinds, 2009;Wang, 2018).…”

Section: Tipos De Acompañamientounclassified

“…El profesorado novel se refiere a un estado transitorio del docente determinado por su falta de experiencia profesional con el fin de resolver determinadas problemáticas y la necesidad de educación continua para adquirir nuevas herramientas para resolverlas debido a que sus conocimientos actuales son insuficientes, no funcionales o bien explican el problema pero en otro contexto (López & Marcelo, 2021). • Formación continua de docentes en ejercicio (López & Marcelo, 2021;Orland & Wang, 2021;Rhodes et al, 2004;Wang, 2018). • Estrategia didáctica para la enseñanza de contenidos curriculares y pedagógicos (Jenkinson & Benson, 2017;Li et al, 2021).…”

Section: Tipos De Acompañamientounclassified

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El acompañamiento pedagógico en República Dominicana

Taveras-Sánchez¹

2023

recie

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El acompañamiento pedagógico es una modalidad de formación docente en la práctica. Este artículo busca exponer algunas reflexiones y propuestas basadas en la evidencia científica sobre el acompañamiento como modalidad de formación continua del profesorado en República Dominicana. Con tal fin, se realizó una revisión de la literatura especializada sobre el proceso (mentoring) en fuentes internacionales de información electrónica. Los resultados se estructuraron como sigue: primero, se expone el estado de la cuestión del acompañamiento en República Dominicana. A seguidas, se hacen propuestas para desarrollar el acompañamiento pedagógico centrado en la escuela, de forma integral. Por último, se identifican algunas perspectivas pedagógicas e investigativas para fortalecer el acompañamiento. Se concluye que, en República Dominicana, el acompañamiento aún no está consolidado; no ha producido los cambios deseados en las prácticas pedagógicas y el rendimiento estudiantil. Por consiguiente, es necesario continuar desarrollando la formación conceptual y pedagógica de los mentores para que promuevan la educación de calidad.

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“…Mentoring is individualized support, usually provided by someone with more teaching experience, but the specifics of the program design (e.g., frequency, role, training) often vary (Ingersoll & Strong, 2011). Descriptions of mentoring in the context of teacher induction often characterize mentors as support providers and do not necessarily specify how mentors intentionally support teachers' learning (Feiman‐Nemser, 2012; Gold, 1996; Wang, 2018). Even when there is no clear definition of what it means to be a mentor (Gold, 1996), there are recommendations for what they should know and be able to do including providing both instructional and emotional (i.e., psychological) support, and build trusting relationships with novice teachers (Gold, 1996; Wang & Odell, 2002).…”

Section: Background Literaturementioning

confidence: 99%

Supporting change in novice alternative certification teachers' efficacy

Wilhelm

Woods

Kara

2021

Psychology in the Schools

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In this study, we investigated, using multiple modeling techniques, how the teaching self‐efficacy of first‐year alternative certification elementary and secondary teachers changed over the course of their first‐year teaching and relations between that change and teachers' perceptions of formal supports. Using hierarchical linear modeling, we found that teachers' self‐efficacy significantly increased over the course of the school year and that only one of our measures of support was positively and significantly related to change in self‐efficacy. In particular, teachers' perceptions of school leader support covaried with change in their self‐efficacy. Further, a structural equation model suggested that teachers' perceptions of school leader support were positively and significantly related to the magnitude of increase in self‐efficacy. In other words, teachers who perceived greater support from their school leaders, had greater increases in their self‐efficacy. We also analyzed data from interviews with a subset of the teachers to round out our understanding of the types of support from school leaders that first‐year alternative certification teachers perceived as effective. Our full sample included 93 first‐year teachers, 87 of whom completed the survey.

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Teacher Mentoring in Service of Beginning Teachers’ Learning to Teach

Cited by 8 publications

References 109 publications

Job characteristics theory and mentoring: the influence of cognitive tasks and educational leadership on mentoring provided

Job characteristics theory and mentoring: the influence of cognitive tasks and educational leadership on mentoring provided

El acompañamiento pedagógico en República Dominicana

Supporting change in novice alternative certification teachers' efficacy

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