Mentoring communities of practice: what’s in it for the mentor?

2018 ◽  
Vol 7 (2) ◽  
pp. 110-126 ◽  
Author(s):  
Eimear Holland
Keyword(s):  
Teacher Education ◽  
Community Of Practice ◽  
Service Providers ◽  
School Leaders ◽  
Action Learning ◽  
Education Institution ◽  
Three Dimensions ◽  
Policy Makers ◽  
Content Type ◽  
Teacher Education Institution

Purpose The purpose of this paper is to address the critique of researchers, who question the effectiveness and sustainability of mentoring as a continuing professional development and learning (CPDL) process. Where a lack of awareness exists surrounding the potential benefits of mentoring for the mentor, this paper investigates whether engaging in and with mentoring through a mentoring community of practice (M-CoP) assists mentors to accrue and realise the benefits of engagement. A relationship will be drawn between the community of practice (CoP) dimensions as outlined by Wenger-Trayner and Wenger-Trayner (2015): domain, practice and community, and the perceived benefits accrued for mentors will be reported. Design/methodology/approach A qualitative approach was taken, using a participatory action learning action research strategy. In total, 12 mentors came together to form a developing M-CoP. They attended four M-CoP workshops where they grew as mentors, through the three dimensions of a CoP: domain, practice and community. Workshops were audio visually recorded and observed. Further data were gathered through an M-CoP questionnaire, pre-workshop questions, M-CoP artefacts, stimulus recall, reflective journals, reflective journey plans and extended focus group discussions. Respondent validation, inter-rater and intra-observer reliability were used. Data were coded manually and using NVivo-10 software. Findings Many of the benefits reported were directly linked to participants’ engagement in and with the three M-CoP dimensions: domain, practice and community. Such benefits related to mentor identity, support and solidarity, engagement and interaction, sharing “for” and learning “from” other mentors, and knowledge expansion and boundary spanning. Participants reported that engaging in and with mentor education through an M-CoP was an effective CPDL process, which was beneficial for them as developing mentors. Research limitations/implications The sample size was limited, based in one country and focussed upon one subject specialism. Such reported benefits need to be disseminated in order to raise the awareness of policy makers, teacher education institution managers and teacher educators, teachers and school leaders of the benefits of engaging in mentoring CPDL through the process of M-CoP engagement. Practical implications The findings from this study can be used to inform policies related to the continuum of teacher education. A recommendation is made for policy makers, teacher education institution managers, school leaders and CPDL service providers to facilitate the development of M-CoPs and to support their growth. It is also suggested that government departments of education and professional standards bodies account for the resourcing of such work in the design and implementation phase of school placement developments. Originality/value This paper closes the following gaps in the literature: CPDL benefits of engaging in and with an M-CoP for the mentor, the relationship between CPDL benefits and CoP dimensions and the development of M-CoPs in the given socio-cultural, historical and economic context of Ireland’s teacher education system and those of similar contexts.

Academic quality management in teacher education: a Singapore perspective

2014 ◽  
Vol 22 (1) ◽  
pp. 53-64 ◽  
Author(s):  
Sylvia Chong
Keyword(s):  
Teacher Education ◽  
Quality Management ◽  
Teacher Development ◽  
Systems Approach ◽  
Education Institution ◽  
Academic Quality ◽  
Content Type ◽  
Architectural Framework ◽  
Teacher Education Institution ◽  
Process Oriented

Purpose – Quality assurance and management is vital for the continuous improvement of the content, delivery and development of teacher education programmes. This paper seeks to explore theoretical issues and ideas in assessing the quality preparation of teachers in the Singapore context. Design/methodology/approach – An academic quality framework provides an architectural approach to optimizing quality processes, transitioning from a disjointed set of quality processes to an integrated workflow based upon established best practices. Findings – The architectural framework provided a systematic focus to develop and sustain the academic quality of the teacher development programmes. Quality change and developments occur through collaboration and learning. The emphasis is on quality management as a process-oriented strategy. Originality/value – There is a shift in paradigm from traditional models of programme evaluation to a systems approach that incorporate multi-dimensional models to impact administration, teaching and research in a teacher education institution. Thus Singapore's teacher education quality management should be considered beyond a set of measurement tools towards a systematic, scheduled and focused examination as a whole, as a process-oriented strategy.

scholarly journals Exploring the behavioral drivers of review valence

2018 ◽  
Vol 30 (10) ◽  
pp. 3083-3099 ◽  
Author(s):  
Panagiotis Stamolampros ◽  
Nikolaos Korfiatis
Keyword(s):  
Information Content ◽  
Service Providers ◽  
Online Reviews ◽  
The Other ◽  
Three Dimensions ◽  
Spatial Distance ◽  
Bag Of Words ◽  
Content Type ◽  
Online Ratings ◽  
Positive Direct

Purpose Although the literature has established the effect of online reviews on customer purchase intentions, the influence of psychological factors on online ratings is overlooked. This paper aims to examine these factors under the perspective of construal level theory (CLT). Design/methodology/approach Using review data from TripAdvisor and Booking.com, the authors study three dimensions of psychological distances (temporal, spatial and social) and their direct and interaction effects on review valence, using regression analysis. The authors examine the effect of these distances on the information content of online reviews using a novel bag-of-words model to assess its concreteness. Findings Temporal distance and spatial distance have positive direct effects on review valence. Social distance, on the other hand, has a negative direct effect. However, its interaction with the other two distances has a positive effect, suggesting that consumers tend to “zoom-out” to less concrete things in their ratings. Practical implications The findings provide implications for the interpretation of review ratings by the service providers and their information content. Originality/value This study extends the CLT and electronic word-of-mouth literature by jointly exploring the effect of all three psychological distances that are applicable in post-purchase evaluations. Methodologically, it provides a novel application of the bag-of-words model in evaluating the concreteness of online reviews.

Impact of regulatory announcements on systemic risk in the Indian telecom sector

2018 ◽  
Vol 13 (5) ◽  
pp. 1395-1416 ◽  
Author(s):  
Sushma Priyadarsini Yalla ◽  
Som Sekhar Bhattacharyya ◽  
Karuna Jain
Keyword(s):  
Risk Premium ◽  
Systemic Risk ◽  
Service Providers ◽  
Policy Makers ◽  
Content Type ◽  
Risk Premiums ◽  
Buffering Hypothesis ◽  
Research Findings ◽  
Telecom Sector ◽  
The Impact

Purpose Post 1991, given the advent of liberalization and economic reforms, the Indian telecom sector witnessed a remarkable growth in terms of subscriber base and reduced competitive tariff among the service providers. The purpose of this paper is to estimate the impact of regulatory announcements on systemic risk among the Indian telecom firms. Design/methodology/approach This study employed a two-step methodology to measure the impact of regulatory announcements on systemic risk. In the first step, CAPM along with the Kalman filter was used to estimate the daily β (systemic risk). In the second step, event study methodology was used to assess the impact of regulatory announcements on daily β derived from the first step. Findings The results of this study indicate that regulatory announcements did impact systemic risk among telecom firms. The study also found that regulatory announcements either increased or decreased systemic risk, depending upon the type of regulatory announcements. Further, this study estimated the market-perceived regulatory risk premiums for individual telecom firms. Research limitations/implications The regulatory risk premium was either positive or negative, depending upon the different types of regulatory announcements for the telecom sector firms. Thus, this study contributes to the theory of literature by testing the buffering hypothesis in the context of Indian telecom firms. Practical implications The study findings will be useful for investors and policy-makers to estimate the regulatory risk premium as and when there is an anticipated regulatory announcement in the Indian telecom sector. Originality/value This is one of the first research studies in exploring regulatory risk among the Indian telecom firms. The research findings indicate that regulatory risk does exist in the telecom firms of India.

scholarly journals Newly qualified teachers’ professional learning through practitioner enquiry

2017 ◽  
Vol 6 (3) ◽  
pp. 242-260 ◽  
Author(s):  
Dean Robson ◽  
Peter Mtika
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Education Institution ◽  
Initial Teacher Education ◽  
Policy And Practice ◽  
Content Type ◽  
Qualified Teachers ◽  
Teacher Education Institution ◽  
Pupil Learning ◽  
Newly Qualified Teachers

Purpose The purpose of this paper is to focus on a partnership-based mentoring model and the learning experiences of participant mentees and mentors. As part of the project, newly qualified teachers (NQTs) were supported to develop and implement a practitioner enquiry (teacher/action research) in a learning community involving two local authorities and an initial teacher education institution. Design/methodology/approach Qualitative data were collected from five semi-structured focus group interviews with key participant groupings to uncover perceptions and experiences of the partnership and professional learning therein. Analysis using an inductive and iterative approach pinpointed a number of emerging themes used to frame key elements of the findings. Findings Findings suggested that the partnership-based model promoted the professional learning and development of NQTs and their mentors in various ways. The nature and shape of the partnership had an influence on the quality of mentoring and support experienced. The community effectively supported the implementation of meaningful enquiry projects, which had clear connections to the enhancement of professional practice and pupil learning. However, specific tensions and conflicts emerged as hindrances to successful partnership-based mentoring in the specific context. Originality/value New insights into the role of a partnership-based mentoring scheme supporting practitioner enquiry-based learning of NQTs emerged. The local, layered community defining the partnership, and operating within the frame of a national induction scheme, was analysed. Benefits for partners were identified and specific challenges and tensions highlighted, both providing new evidence with potential to impact policy and practice. Policy developments supporting teachers to be mentors and enquiring professionals need to recognise the structural and support tensions that exist in contextual practice.

scholarly journals Use of ICT in Teacher Education

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Mr. Parmanand Barodiya ◽  
Mr. Saurveer Singh ◽  
Mrs. Anupam Choudhary
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Education Institution ◽  
School Curriculum ◽  
Knowledge And Skills ◽  
Integration Of Technology ◽  
Teacher Education Institution ◽  
Do So

Professional development to incorporate ICTs into teaching and learning is an ongoing process. Teacher education curriculum needs to update this knowledge and skills as the school curriculum change. The teachers need to learn to teach with digital technologies, even though many of them have not been taught to do so. The aim of teacher training in this regard can be either teacher education in ICTs or teacher education through ICTs. A teacher‘s professional development is central to the overall change process in education. In planning the integration of technology in Teacher education it is important for teacher education, Institution to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. Teachers need technical assistance to use and maintain technology. In this paper discuses to study of Teacher education, to know the Significance of ICT in teacher education and to provide the some Suggestions of teacher education.

scholarly journals A Study of the Views of Prospective Teachers about Practicum of Teacher Education Programs

2017 ◽  
pp. 1-12
Author(s):  
Uzma Parveen Et al.,
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Education Institution ◽  
Teacher Education Institution ◽  
Research Findings ◽  
Practicum Experience ◽  
Oriented Activity ◽  
The University

Teacher education is a professionally oriented activity in the sense that the skills, attitudes, and knowledge provided herein, have a direct bearing on the teaching assignment of teachers. The criticism of recent years on existing teacher education program is adequate testimony that we have so far not fully succeeded to bring available research findings to bear upon the education of the teachers. It was a survey type of study which required the collection of data from the prospective teachers, who had gone through the practicum experience. The data comprised of the views of prospective teachers about practicum. A convenient sample of 400 prospective teachers, from the institution of three universities, having practicum experience was selected. It includes 200 prospective teachers of B.Ed. and 200 of M.A Education program with equal numbers from both genders. M.A Education prospective teachers were from AIOU and Punjab University, whereas B.Ed. were from AIOU and the University of Education. The prospective teachers viewed that less cooperation and mutual understanding exist among faculty members and cooperative teachers. The teacher education institution and its faculty should develop a good understanding and proper liaison with the staff of the cooperative schools for proper planning conduct and evaluation activities of practicum programs.

scholarly journals Curriculum flexibility in a blended curriculum

2020 ◽  
Author(s):  
Herma Jonker ◽  
Virginie März ◽  
Joke Voogt
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Institution ◽  
Structured Interviews ◽  
Research And Practice ◽  
Face To Face ◽  
Teacher Education Institution ◽  
Student Enrolment

This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

Accounting for needs? Formula funding in the UK schools sector

2010 ◽  
Vol 23 (1) ◽  
pp. 82-110 ◽  
Author(s):  
Gloria Agyemang
Keyword(s):  
Resource Allocation ◽  
Service Provider ◽  
Service Providers ◽  
Local Education Authority ◽  
Policy Makers ◽  
Content Type ◽  
Funding Formula ◽  
Formula Funding ◽  
Education Authority ◽  
The Uk

PurposeThe purpose of this paper is to analyse whether the development of a needs‐based funding formula for resource allocation incorporates the needs of funders or the needs of the service providers.Design/methodology/approachThe paper analyses interview data and documentary evidence gathered from a UK local education authority about the creation of a “needs‐based” formula for sharing resources to schools. It employs and extends a framework developed by Levačić and Ross to evaluate needs‐based formula funding.FindingsAlthough formula funding is purported to be a more objective method of resource allocation, the paper finds that as with other resource allocation methods the power relations between the funder and the service provider impacts on the extent to which service provider needs are incorporated into the funding formula.Research limitations/implicationsThis paper considers only the funding of schools. Further work is needed to investigate formula funding for other public services.Practical implicationsDebates between funders and service providers should be encouraged by policy makers to ensure that allocations based on the funding formula are acceptable to service providers.Originality/valueThe paper provides a useful analysis of a needs‐based funding formula for resource allocation in schools and whether this incorporates the needs of funders or the needs of the service providers.

Halal logistics opportunities and challenges

2017 ◽  
Vol 8 (1) ◽  
pp. 127-139 ◽  
Author(s):  
Suhaiza Zailani ◽  
Mohammad Iranmanesh ◽  
Azmin Azliza Aziz ◽  
Kanagi Kanapathy
Keyword(s):  
Service Providers ◽  
Cost Effective ◽  
Future Market ◽  
Extensive Literature ◽  
Policy Makers ◽  
Content Type ◽  
Final Destination ◽  
Transportation Sector ◽  
Logistics Service Providers ◽  
Challenges And Opportunities

Purpose The purpose of the paper is to investigate the challenges and opportunities for logistics companies in Malaysia to adopt halal logistics. Logistics plays a key role in protecting the halal integrity of halal food through proper transportation, storage and handling along the supply chain until it reaches its final destination. Design/methodology/approach This research builds on existing research published in the Journal of Islamic Marketing on halal logistics. In addition to an extensive literature review, five focus group discussions were conducted to discover the challenges and opportunities with regards to halal logistics services in Malaysia. Findings The results show that the future market demands and the competitive opportunities related to halal services are the main motivators of first movers in halal logistics. The early adopters of halal logistics face several challenges such as ambiguous halal guidelines, lack of international halal certification, lack of collaboration among governing agencies (i.e. logistics service providers (LSPs), Jabatan Kemajuan Islam Malaysia (JAKIM) and Halal Industry Development Corporation), a lack of cost-effective standards, an overly competitive transportation sector, lack of demand, lack of halal logistics compulsion, financial challenges and a general misunderstanding of halal practices. Practical implications The findings of the present study may help government policy makers recognise the issues that should be addressed in motivating logistics companies to adopt halal practices. Originality/value Although halal logistics plays a key role in protecting the halal integrity of halal products, there are few halal LSPs. This study contributes to the advancement of knowledge on the challenges and opportunities of adopting halal logistics.

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