scholarly journals Beginning teachers’ perceptions of mentors and access to communities of practice

2017 ◽  
Vol 6 (4) ◽  
pp. 317-331 ◽  
Author(s):  
Samantha Shields ◽  
Megan Murray
Keyword(s):  
Teacher Training ◽  
Communities Of Practice ◽  
Beginning Teachers ◽  
Initial Teacher Education ◽  
Legitimate Peripheral Participation ◽  
Data Set ◽  
Content Type ◽  
Teachers Perceptions ◽  
School Based

Purpose The purpose of this paper is to explore beginning teachers’ perceptions of the role of the mentor in the early stages of developing a professional identity. The beginning teachers in the authors’ study are defined as having been awarded qualified teacher status at the end of an initial teacher education programme or having completed their first term as a new teacher with responsibility for a class of pupils. Design/methodology/approach The research design was a qualitative, inductive study. The concepts of communities of practice, legitimate peripheral participation and power dynamics within a community underpinned this study. The data set was collected over a period of 18 months, through six focus groups and 40 questionnaires with beginning teachers across 34 schools altogether. The data set was analysed using interpretive phenomenological analysis (IPA). Findings The findings indicated that the ways in which mentors use their power to recognise (or not) the legitimacy of beginning teachers as being part of the school community influences the development of beginning teachers’ professional identities. The thematic analysis of the data indicated the different types of support that mentors may provide: “belonging”, “emotional”, “pedagogical” and “space”. Research limitations/implications Further research into how mentors perceive their role in supporting new entrants into the profession is needed. Originality/value These findings are pertinent in England, as the increase in school-based initial teacher training provision will intensify the role of school mentors. These findings will be of value to other countries that are moving towards an increase in school-based teacher training.

Bridging the gap for beginning teachers: researcher as mentor

2014 ◽  
Vol 3 (2) ◽  
pp. 171-187 ◽  
Author(s):  
Lisa Andries D'Souza
Keyword(s):  
Teacher Preparation ◽  
Communities Of Practice ◽  
Beginning Teachers ◽  
Teaching Profession ◽  
Figured Worlds ◽  
Support Network ◽  
Legitimate Peripheral Participation ◽  
Preparation Programs ◽  
Content Type ◽  
Questioning Strategies

Purpose – The purpose of this paper is to examine the benefits of an unintended mentoring relationship between researchers and beginning teachers during a longitudinal, qualitative study. The study highlights the opportunity for teacher preparation to serve as a bridge to close the gap in learning between the relatively theoretical world of teacher preparation and practical world of classroom teaching. Design/methodology/approach – The study analyzed extensive qualitative data relating to two beginning teachers over a five-year period. As a theoretical framework this study drew from Lave and Wenger's (1991) theories of legitimate peripheral participation and communities of practice. In addition, significant parallels were drawn to applications of figured worlds (Holland et al., 1998) which addressed the manner in which teachers were able to “figure themselves” into teaching contexts. Findings – This study provides support for developing communities of practice to bridge the gap of support between teacher preparation and the teaching profession. The engagement and design of the support remains crucial as the study recommends creating a support network between two individuals with an established, trusting relationship and comparable theoretical groundings. Finally, the relationship must be built around non-evaluative, questioning strategies which encourage teacher inquiry. Originality/value – Although the long-term relationship between university researcher and participant remains somewhat rare, it is important to highlight the mentoring potential – and associated benefits – of such relationships. The established trust and bridge of ideas between a researcher and a participant completing preparation at the same university are key factors in successful support. This study is relevant for teacher preparation programs and professional development organizations as they work to more effectively support beginning teachers’ transition into the profession.

Mentor teachers as leaders and followers in school-based contexts in the Republic of Ireland

2015 ◽  
Vol 29 (3) ◽  
pp. 368-379 ◽  
Author(s):  
Marie Clarke ◽  
Maureen Killeavy ◽  
Ruth Ferris
Keyword(s):  
School Context ◽  
Mentor Teachers ◽  
Small Scale ◽  
Content Type ◽  
School Contexts ◽  
Teachers Perceptions ◽  
School Based ◽  
The Republic ◽  
Practical Implications

Purpose – The purpose of this paper is to exploratory small-scale study is to examine the intertwined leadership and followership aspects of the roles performed by school-based mentors in the Republic of Ireland. Design/methodology/approach – In order to investigate mentor teachers’ perceptions of their role with reference to leadership and followership in their school contexts, a questionnaire was distributed to the full cohort of 56 mentor teachers who participated in the National Programme for Teacher Induction. Semi-structured interviews were also conducted with four mentor teacher facilitators from different regions across Ireland who were also mentors in their respective schools. Findings – The findings from this exploratory small-scale study suggest that the hierarchical nature of the school context influenced mentor teachers’ perceptions of their leadership and followership roles. They regarded themselves as leaders in a general sense and considered that all members of staff had something to contribute to the leadership process in the school. However, the school context moderated their own perceptions about their individual approaches to leadership. Participants in this study were unclear about the term followership and were reluctant to use it. They considered themselves to be performing a supportive role in the hierarchical structure of the school context. Research limitations/implications – As this is an exploratory qualitative study with a small sample size in a country where the role of a mentor teacher in schools is a relatively new concept, the findings should be interpreted with caution. Future research would benefit from multi-method approaches to data collections that examine variations in followership perceptions from individuals prior to becoming mentors in order for comparisons to be made. Practical implications – The practical implications of this study from a management perspective suggest that followership needs to be considered very carefully in school contexts as a way of contributing to the co-construction of leadership which engages all members of staff. It is clear that there is a need to move away from hierarchical interpretations of middle management posts of responsibility. More emphasis should be placed on the ways in which teachers construct their roles within schools as this impacts upon leadership processes and organizational effectiveness. Equally important is an open acknowledgement of the tensions involved in developing such roles and responsibilities. Originality/value – Followership is not researched widely in schools, particularly with reference to the role of mentor teachers. This is an interesting group as the very nature of their work involves maintaining boundaries and managing multiple relationships. They are generally collaborative in their approach and are well placed to co-construct leadership with their colleagues and their principals with appropriate supports in the school context.

scholarly journals Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England

2019 ◽  
Vol 9 (2) ◽  
pp. 121-135 ◽  
Author(s):  
Lee Jerome ◽  
Victoria Brook
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Professional Learning ◽  
National Standards ◽  
Power Dynamics ◽  
Content Type ◽  
Initial Teacher Training ◽  
School Based ◽  
Comparison Approach

Purpose In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. The purpose of this paper is to critique these standards through a comparison of how others have framed and defined the role of the mentor, drawing on equivalent standards already published in nursing (2008) and social work (2012). Design/methodology/approach An analysis of three sets of professional standards was conducted by adapting the “constant comparison” approach in which the researchers sought to combine a form of inductive coding with comparison across the texts. This enabled the identification of a number of common themes and omissions across the three sets of standards. Findings The analysis revealed the ITT mentor standards provide a comparatively limited account of the role of the mentor, particularly in relation to the process of assessment, the power dynamics between mentors and student teachers, and the school as an institutional site for professional learning. Originality/value The study’s originality lies in the inter-professional comparative analysis, which revealed a number of potentially contentious issues not immediately apparent from a close textual analysis of the ITT mentor standards.

I feel like a hypocrite: a beginning teacher’s disconnect between beliefs and practice

2016 ◽  
Vol 15 (2) ◽  
pp. 221-235 ◽  
Author(s):  
Michelle Knotts
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Induction ◽  
English Language ◽  
Sense Of Self ◽  
Initial Teacher Education ◽  
Public High School ◽  
Data Set ◽  
Content Type ◽  
Beliefs And Practice

Purpose This study aims to examine the lived experiences of a beginning teacher to understand the constraints and possibilities she faces in moving from a critically minded preservice teacher toward a critical educator during her first year of teaching secondary English Language Arts at a public high school in the Southwestern USA. Design/methodology/approach This research was conducted as a qualitative case study. The data set was collected through interviews, documents and observations. Data were analyzed inductively using open coding techniques and grounded theory in order to establish themes. Findings The research describes three themes: losing a sense of self, losing hope and losing sight. These themes explore in order to illustrate the participant’s sense of loss, the disconnect between her stated beliefs and practice and how contextual factors contribute to her experiences. Practical implications The paper includes recommendations for teacher induction and undergraduate initial teacher education. Originality/value This research contributes to the literature about beginning teachers and their challenges to realize their stated beliefs in practice. It extends this body of literature with a specific focus on criticality and an exploration of how the current corporate reform paradigm impacts beginning teachers and how these topics can be taken up in teacher education.

Market responsiveness: antecedents and the moderating role of external supply chain integration

2017 ◽  
Vol 32 (1) ◽  
pp. 30-45 ◽  
Author(s):  
Tuan Luu
Keyword(s):  
Supply Chain ◽  
Supply Chain Integration ◽  
Manufacturing Companies ◽  
Data Set ◽  
Content Type ◽  
Business Context ◽  
Market Responsiveness ◽  
Positive Effect ◽  
Ambidextrous Leadership

Purpose The interaction between opening and closing behaviors of ambidextrous leadership produces “change” force throughout the organization in proactive response to market forces. This research aims to assess the role of ambidextrous leadership in fostering entrepreneurial orientation (EO) and market responsiveness. The research also seeks an insight into how external supply chain integration moderates the positive effect of EO on market responsiveness. Design/methodology/approach Research data were collected from 327 meso-level managers and 517 subordinates from chemical manufacturing companies in the Vietnam business context. Findings Research findings shed light on the positive effect of ambidextrous leadership on EO, which in turn contributes to market responsiveness. The moderation role that external supply chain integration plays on the EO–market responsiveness linkage was also grounded on the data set. Originality/value Through the identification of the predictive roles of ambidextrous leadership and EO for market responsiveness, the current research indicates the convergence between leadership, EO and market responsiveness research streams.

The effect of industry association on firm innovation in Chinese private ventures

2019 ◽  
Vol 57 (9) ◽  
pp. 2414-2435
Author(s):  
Wenge Zhang ◽  
Jun Li ◽  
Yiyuan Mai
Keyword(s):  
Moderating Effects ◽  
Firm Level ◽  
Firm Innovation ◽  
Data Set ◽  
Industry Association ◽  
Content Type ◽  
Emerging Industries ◽  
Practical Implications ◽  
Firm Learning

Purpose The purpose of this paper is to examine the relationship between industry association membership and firm innovation in Chinese private ventures. A secondary objective is to investigate potential moderating effects of firm learning practices and founder characteristics on the above relationship, and to draw out implications for policymakers and practitioners. Design/methodology/approach The paper utilizes data from a sample of 567 Chinese entrepreneurial firms operating in 9 designated emerging industries. Hierarchical regression models were employed to analyze the effect of industry association membership on firm innovation, and the potential moderating effects. A 2SLS procedure was adopted to control for potential endogeneity issue. Supplemental analyses were conducted to ensure the robustness of the findings. Findings The paper provides empirical insights about how industry association membership, along with firm learning practice and founder leadership, affect firm innovation in Chinese private ventures in emerging industries. It suggests that industry association membership positively affects firm innovation. Further, there is a three-way interaction effect of industry association membership, learning practice and founder power on innovation. Research limitations/implications Due to the design of the data set, there are some limitations. First, the study only considered whether a firm belongs to an industry association, but not the nature of such membership (length, firm status in the association, etc.). Second, the cross-sectional design may limit the power of the study to make casual implications about the tested relationships. Practical implications The paper provides important practical implications for policymakers and entrepreneurs in China. In general, the results suggest that private ventures pursuing innovation in emerging industries can benefit from industry associations, and entrepreneurs shall actively engage in firm-level and personal-level learning. For policymakers, the study suggests that to foster innovation in an emerging industry, special attention shall be paid to building necessary institutional support to develop and to strengthen the role of industry association in the industry. Originality/value This paper fulfills an important gap in the literature in that it is one of the first, which investigates the role of the industry association in firm innovation, especially in a non-western context. This paper provides new insights into the role of industry association and firm innovation in an under-researched developing economy context.

scholarly journals Credit composition and income inequality in Vietnam: an empirical analysis

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Le Quoc Hoi ◽  
Hương Lan Trần
Keyword(s):  
Income Inequality ◽  
Educational Level ◽  
Generalized Method Of Moments ◽  
Institutional Quality ◽  
Primary Data ◽  
Data Set ◽  
Content Type ◽  
Private Credit ◽  
The Impact

PurposeThis paper aims to examine the credit composition and income inequality reduction in Vietnam. In particular, the authors focus on the distinction between policy and commercial credits and investigate whether these two types of credit had adverse effects on income inequality. The authors also examine whether the impact of policy credit on income inequality is conditioned by the educational level and institutional quality.Design/methodology/approachThe authors use the primary data set, which contains a panel of 60 provinces collected from the General Statistics Office of Vietnam from 2002 to 2016. The authors employ the generalized method of moments to solve the endogenous problem.FindingsThe authors show that while commercial credit increases income inequality, policy credit contributes to reducing income inequality in Vietnam. In addition, we provide evidence that the institutional quality and educational level condition the impact of policy credit on income inequality. Based on the findings, the paper implies that it was not the size of the private credit but its composition that mattered in reducing income inequality, due to the asymmetric effects of different types of credit.Originality/valueThis is the first study that examines the links between the two components of credit and income inequality as well as constraints of the links. The authors argue that analyzing the separate effects of commercial and policy credits is more important for explaining the role of credit in income inequality than the size of total credit.

Israeli teacher trainees’ perceptions of the term moral resilience

2015 ◽  
Vol 9 (3) ◽  
pp. 193-206 ◽  
Author(s):  
Lea Baratz
Keyword(s):  
Teacher Training ◽  
Educational Process ◽  
Content Type ◽  
Internal Resources ◽  
Supportive Environment ◽  
Teacher Trainees ◽  
Teacher Training College ◽  
Study Questionnaire ◽  
Moral Resilience

Purpose – The aim of this study is to present an approach for creating an educational process that can affect teacher trainees’ moral resilience, while investigating the manner in which they – as teachers – perceive the concept of moral resilience. Design/methodology/approach – A study questionnaire, designed especially for the current study, was distributed online among trainees in a teacher-training college in Israel and was completed by 123 participants. Findings – Two major themes emerged in trainees’ conceptualizations of the notion of moral resilience: the role of the organisation in which the teaching takes place, and mechanisms that contribute to the development of moral fibre, which creates resilience. Research limitations/implications – The following points should be addressed early on in the teacher-training process: The teaching and acquisition of tools that are fundamental to the development of moral resilience, through cognitive and experiential processes, not only through theoretical study. The construction of a supportive environment will enable students to use their internal resources for coping with events that require mental resilience and which thus serve to develop moral resilience. Originality/value – This paper helps to establish a discourse and develop terminology to implement this subject.

R&D volatility and market value: the role of executive overconfidence

2019 ◽  
Vol 14 (2) ◽  
pp. 411-431
Author(s):  
Benlu Hai ◽  
Qingzhu Gao ◽  
Ximing Yin ◽  
Jin Chen
Keyword(s):  
Business Performance ◽  
Positive Impact ◽  
Market Value ◽  
Data Set ◽  
Content Type ◽  
Dynamic Perspective ◽  
Innovation Strategies ◽  
The Impact ◽  
The Relationship

Purpose Significant increase or decrease in research and development (R&D) expenditure may have an immense impact on market value. Based on the punctuated equilibrium theory, this paper aims to empirically analyze the impact of R&D volatilities on market value and the moderating effect of executive overconfidence. Design/methodology/approach The study uses the panel data set that covers 902 Shanghai and Shenzhen A-share manufacturing listed firms and multiple regression method to test the theoretical hypotheses. Findings The results show that both positive and negative R&D volatilities have a robust and significant positive impact on the market value. Further analysis shows that the executive overconfidence positively moderates the relationship between R&D volatilities and market value. Research limitations/implications In a rapidly changing and highly competitive environment, firms should recognize that the balance of innovation strategies will help to bring higher market value. Furthermore, firms could improve corporate governance to make the best of managerial characteristics, such as overconfidence, on the innovation decision-making process. Originality/value By pushing the static perspective to a dynamic perspective and empirically documenting the role of executive overconfidence, this study contributes to the literature on the relationship between R&D expenditure and market value, generating theoretical and practical insights for firms to improve innovation governance and innovation strategies to achieve better business performance.

scholarly journals Workforce education diversity, work organization and innovation propensity

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alejandro Bello-Pintado ◽  
Carlos Bianchi
Keyword(s):  
Dynamic Capabilities ◽  
Context Effects ◽  
Evolutionary Economics ◽  
Work Organization ◽  
Capabilities Approach ◽  
Organizational Practices ◽  
Data Set ◽  
Content Type ◽  
Moderating Role

PurposeDiversity of people, knowledge and resources has been identified as a determinant of firms' growth. This paper focusses on innovation propensity as a critical dimension of firm's growth path, aiming to analyse the effects of the firm's horizontal educational diversity (HED) on the propensity to conduct different technological innovation activities (TIAs). In addition, considering the evidence showing that these effects are neither direct nor linear, the authors analyse the moderating role of the firm's organizational practices oriented to knowledge sharing (KS) on the association between HED and the adoption of TIAs.Design/methodology/approachFollowing the theoretical arguments of the resource-based view (RBV), the evolutionary economics and the dynamic capabilities approach and related empirical evidences, the authors proposed four hypotheses regarding the effect of HED on TIAs and the moderating role of work organization practices oriented to promote KS. Empirically, the authors calculated different HED diversity indexes capturing two basic dimensions: variety and balance. Hence, using instrumental variables and panel data techniques to control endogeneity biases, the authors tested the proposed hypotheses using a data set of Uruguayan manufacturing firms between 2004 and 2015.FindingsIn line with previous evidence, results showed idiosyncratic context effects. The authors found a robust, linear, positive and significant relationship between HED and TIAs, but the effect can only be consistently associated with the adoption of internal or external research and development (R&D) activities. Moreover, the moderating role of work organization practices oriented to promote KS is positive and significant when firms engage in TIAs. For technological innovations that only involve the acquisiton of technology (AT), a positive effect is also observed but always associated to organizational practices oriented to promote KS.Originality/valueThis paper revisits the analysis of workforce diversity for a relatively less explored context. This research contributes to the field by linking HED and work organization practices to understand firm's innovation propensity in a developing context. Moreover, while other studies have focussed only on top management or R&D team diversity, the authors have analysed the whole professional's workforce. It allows the authors to discuss the effects of diversity on innovation propensity in the light of the ongoing debate on the effects of innovation in employment.

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