The Community College Role in Preparing Future Teachers: The Impact of a Mentoring Program for Preservice Teachers

Woullard, Rosemary; Coats, Linda T.

doi:10.1080/10668920490467251

Cited by 12 publications

(3 citation statements)

References 5 publications

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“…In the same vein, mentoring can foster the development of newly recruited teachers' self-confidence, understanding of the subject matter, and using a variety of strategies to meet students' needs (Cordingley & Buckler, 2012). It is very important to provide professional guidance and support to beginning teachers as they may face challenges when they start their professional career, so mentoring enhances their teaching skills and pedagogical knowledge (Saban, 2002;Woullard & Coats, 2004). Zimmer-Loew (2008) maintained that educational funding should support mentoring in order to facilitate new teacher training that would lead to their professional development.…”

Section: Overview Of Mentoring Teacher Education and Professional Dementioning

confidence: 99%

Mentoring Experience at University Level: EFL Mentees' Perceptions and Suggestions

Tawalbeh¹

2020

IJHE

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The research paper aims to investigate EFL mentees' perceptions of mentoring experience in one of the Higher Education institutes in the Kingdom of Saudi Arabia in the Academic years 2019 and 2020. The mentoring experience includes four domains: the mentorship program, mentors' roles and responsibilities, benefits of mentoring, and barriers to mentoring. The researcher attempted to answer two questions. The first explores the mentees' perceptions of the mentoring experience, and the second question attempts to find out the mentees' suggestions to make the mentoring experience more effective. A questionnaire of 4- Likert scale was used to collect data from thirty-three newly recruited instructors to answer the first question. The mentees were also asked to add their suggestions for the betterment of mentoring experiences as an answer to the second question. Descriptive statistics in the form of means, standard deviation, and percentages were used to analyze the collected data. The findings revealed that the mentees were satisfied with the mentoring experience. They have a positive attitude towards the mentorship program and the mentor's roles and responsibilities. However, a few mentees have certain concerns regarding some factors related to their mentoring experience. These were highlighted and discussed under each domain. In addition, the mentees had a number of suggestions that would contribute to having a more effective mentoring experience. Based on the findings, the researcher presented a number of conclusions and recommendations.

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Section: Overview Of Mentoring Teacher Education and Professional Dementioning

confidence: 99%

Mentoring Experience at University Level: EFL Mentees' Perceptions and Suggestions

Tawalbeh¹

2020

IJHE

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“…He makes several propositions for character development through mentoring, with emotion being one of the key aspects. In a similar vein, Woullard and Coats (2004) determined that a pre-service mentoring program influenced undergraduate students' emotions toward the teaching profession and found significant differences in attitudinal changes from exposure to master teachers. Bennetts (2002) suggested that mentors utilize emotions, display emotional maturity, and draw on their EI to be effective.…”

Section: Eim Benefits the Self And Othersmentioning

confidence: 96%

Emotionally Intelligent Mentoring

Opengart

Bierema

2015

Human Resource Development Review

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Separate examinations of emotional intelligence (EI) and mentoring reveal their career-enhancing potential, yet little research exists connecting the two. Emotionally intelligent people have an increased likelihood of having and maintaining successful relationships, and mentored professionals achieve higher levels of position, pay, and career satisfaction. The purpose of this review is to systematically review existing literature to illustrate how EI affects the mentoring relationship and influences its effectiveness for both the mentor and protégé. Questions guiding this research include the following: (a) What potential connections between EI and mentoring exist? and (b) How might these connections inform mentoring theory and practice? This review explicitly connects EI and mentoring literatures to show theoretical and practical synergies that are applicable to mentors, protégés, research, and practice. The article concludes with a proposed model of "emotionally intelligent mentoring" (EIM).Keywords emotionally intelligent mentoring, emotional intelligence, mentoring, developmental relationships, systematic literature reviewMentoring is a developmental relationship that traditionally occurs between a more experienced individual (the mentor) and a less experienced individual (the protégé), which involves close interpersonal interactions and focuses on the protégé's career options and

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“…The dilemma of discovering, recruiting, and retaining teachers is not a new problem facing our educational system. Educators, education stakeholders, and policymakers have been challenged with the quandary of how to deal with the teacher shortage and retain the novice teacher in their profession for decades (Bartell, 2005;Berry, 2004;Billingsley, 2006;Bradley & Loadman, 2005;Cochran-Smith, 2004;Dove, 2004;Gray & Walter, 2001;Hull, 2003;Ingersoll, 2001;Woullard & Coats, 2004). Moreover this is not a localized problem because according to the National Commission on Teaching and America's Future (NCTAF), (2002), -an alarming and unsustainable number of teachers are leaving teaching during their first few years of teaching‖ (p. 3).…”

Section: Introductionmentioning

confidence: 99%

Retention of Construction Teachers Engaged in Missouri’s Secondary School System

McCandless

Sauer

2010

Journal of Career and Technical Education

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The purpose of this study was to investigate the reasons construction teachers in the CTE field left the teaching profession in their first five years of service. The study also sought to determine if there was a significant difference in the retention rate of two-year alternatively certified teachers and four-year teaching degreed teachers and if there was a significant difference in why two-year certified and four-year teaching degreed teachers had considered leaving the profession. This was done through the triangulation of 44 mixed-design surveys with open-ended questions and six semi-structured interviews.

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The Community College Role in Preparing Future Teachers: The Impact of a Mentoring Program for Preservice Teachers

Cited by 12 publications

References 5 publications

Mentoring Experience at University Level: EFL Mentees' Perceptions and Suggestions

Mentoring Experience at University Level: EFL Mentees' Perceptions and Suggestions

Emotionally Intelligent Mentoring

Retention of Construction Teachers Engaged in Missouri’s Secondary School System

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