Online Mentoring as a Tool for Professional Development and Change of Novice and Experienced Teachers

2014 ◽  
pp. 921-936
Author(s):  
Aline Maria de Medeiros Rodrigues Reali ◽  
Regina Maria Simões Puccinelli Tancredi ◽  
Maria da Graça Nicoletti Mizukami
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Professional Growth ◽  
Experienced Teachers ◽  
Public Institution ◽  
Online Mentoring ◽  
Mentorship Program ◽  
Face To Face ◽  
Continued Education ◽  
Educational Processes

This chapter examines the results of an investigation carried out by the researchers from a Brazilian public institution and experienced teachers (mentors) that aimed to produce knowledge on teacher professional development and learning, investigate educational processes of mentors interacting with novice teachers by e-mail, evaluate the continued education methodology adopted, and contribute to existing knowledge on online continued teacher education. The main sources of data were email communications between mentors and novice teachers, the mentors' and novice teachers' reflective journals, and the researchers' observations from weekly meetings between the mentors and the teachers. The development of the online Mentorship Program has been a much more complex enterprise than a face-to-face equivalent program would have been because it demands entirely new logistics, but it promoted the establishment of professional and affective bonds among the participants, the broadening of professional knowledge, the mastery of online adult education technologies, and the participants' professional growth.

Online Mentoring as a Tool for Professional Development and Change of Novice and Experienced Teachers

2012 ◽  
pp. 203-218
Author(s):  
Aline Maria de Medeiros Rodrigues Reali ◽  
Regina Maria Simões Puccinelli Tancredi ◽  
Maria da Graça Nicoletti Mizukami
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Professional Growth ◽  
Experienced Teachers ◽  
Public Institution ◽  
Online Mentoring ◽  
Mentorship Program ◽  
Face To Face ◽  
Continued Education ◽  
Educational Processes

This chapter examines the results of an investigation carried out by the researchers from a Brazilian public institution and experienced teachers (mentors) that aimed to produce knowledge on teacher professional development and learning, investigate educational processes of mentors interacting with novice teachers by e-mail, evaluate the continued education methodology adopted, and contribute to existing knowledge on online continued teacher education. The main sources of data were email communications between mentors and novice teachers, the mentors’ and novice teachers’ reflective journals, and the researchers’ observations from weekly meetings between the mentors and the teachers. The development of the online Mentorship Program has been a much more complex enterprise than a face-to-face equivalent program would have been because it demands entirely new logistics, but it promoted the establishment of professional and affective bonds among the participants, the broadening of professional knowledge, the mastery of online adult education technologies, and the participants’ professional growth.

scholarly journals Professional Growth of Novice and Experienced STEM Teachers

2021 ◽  
Author(s):  
Effrat Akiri ◽  
Yehudit Judy Dori
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Support System ◽  
Professional Growth ◽  
Experienced Teachers ◽  
Group Mentoring ◽  
Social Growth ◽  
Teachers Perceptions ◽  
And Mathematics ◽  
Mentoring Support

AbstractThe first years of teaching are crucial for novice teachers’ integration into and retainment in the education system. The support they receive from experienced teachers impacts their professional development. Science, technology, engineering, and mathematics (STEM) teachers require specialized support from domain-specific mentors. In this study, we examined how a three-level mentoring support system contributes to STEM novice teachers’ professional growth (PG) and to their mentors. The support system levels are individual mentoring, group mentoring, and mentoring networks. Based on the framework of teachers’ professional development, there are three PG dimensions: personal, professional, and social. Our research goal was to analyze teachers’ professional growth by the various mentoring level and dimension combinations. The study, conducted using a mixed methods approach, included 123 novice and 78 experienced STEM teachers. We examined the novice teachers’ perceptions of their teaching efficacy, the mentoring factors, correlations between the professional growth dimensions, and the contribution of each support level to the growth dimensions. We found that experienced teachers perceive novice teachers’ efficacy as lower than that perceived by the novice teachers. We identified gaps between the mentoring factors described by novice and experienced teachers and a strong correlation between the growth dimensions. All three mentoring support levels facilitate substantive personal, professional, and social growth. Individual mentoring contributes the most to all three growth dimensions, followed by mentoring networks. The contribution of this research is its elucidation of the intertwined support levels, which provide scaffolds for the novice teachers and facilitate the growth of the experienced teachers.

Ecological Cycle of the Novice Teachers in the Induction Process

2018 ◽  
pp. 166-187
Author(s):  
Secil Dayioglu Ocal
Keyword(s):  
Professional Development ◽  
Human Development ◽  
Novice Teachers ◽  
School Environment ◽  
Cultural Context ◽  
School Administrators ◽  
Secondary Contact ◽  
Political Systems ◽  
Face To Face ◽  
Induction Process

In this chapter, the condition of the novice teachers is scrutinized within Bronfenbrenner's ecological systems theory (EST). The theory was originated in the psychology concerning human development. The nests in EST are dealt with concerning the novice teachers. “Microsystem” is considered as a professional “family” for them to make them acquire the ecological environment of the school. The parents of the students and the school administrators and the residents of the school environment are included in “mesosystem.” The educational system is totally defined as “exosystem” and all other systems such as economic and political systems are involved in “macrosystem.” “Chronosystem” focuses on development and transformation of the novice teachers to become real teachers in time. Among these nests, the novice teachers have face-to-face contact with the first two nests and they have secondary contact with other though they sometimes get affected more. Moreover, this theory contributes to the professional development of these within the educational socio-cultural context.

Self-reflective mentoring: perspectives of peer mentors in an education doctoral program

2019 ◽  
Vol 8 (2) ◽  
pp. 86-101 ◽  
Author(s):  
Kat McConnell ◽  
Rachel Louise Geesa ◽  
Kendra Lowery
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Professional Growth ◽  
Peer Mentoring ◽  
Small Sample ◽  
Public Institution ◽  
Mentoring Program ◽  
Full Time ◽  
Peer Mentors ◽  
Content Type

Purpose The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral (Doctorate of Education) peer mentoring program implemented in a mid-sized public institution. Design/methodology/approach Data from one focus group and an interview collected from peer mentors as part of a larger case study of mentors and mentees in a peer mentoring program for education doctoral students are presented. Four (n=4) peer mentors participated in a focus group (n=3) and an interview (n=1). Participants were asked about their perceptions of the program and their experiences as mentors. Findings Four themes were discovered within the data: mentors relate to social, emotional and academic life balances of mentees, mentors provide support and reassurance to mentees, mentors guide mentees to focus on the future, and mentors gain personal and professional growth from the peer mentoring program. Results indicated that mentors believed that the program was helpful for their mentees and beneficial to their own personal and professional development. Research limitations/implications Limitations of this study include the small sample size (n=4) and the short period of time in which participants were asked to be a part of the mentoring program and reflect in focus groups and interview (one academic year). Implications of this study include the benefits of peer mentoring for both mentors and mentees alike. Originality/value In contrast to many other studies of peer mentoring programs, this peer mentoring program targeted scholar-practitioner students who were balancing full-time careers with their coursework and family lives. Thus, peer mentors focused more on career and work-life balance with mentees than mentors may in other programs, as well as finding benefit to their own professional development.

scholarly journals Learning Study och kollegial CoRe stimulerar lärares professionella utveckling inom naturvetenskaplig undervisning

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Niclas Åhman ◽  
Gunilla Gunnarsson ◽  
Inger Edfors
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Experienced Teachers ◽  
Variation Theory ◽  
Learning Study ◽  
Interconnected Model ◽  
Teachers Professional Development ◽  
In The Beginning

Syftet med studien är att klargöra hur lärares professionella utveckling stimuleras då de planerar och genomför en Learning Study (LS) kombinerad med verktyget Content Representation (CoRe). Data består av sex erfarna lärares inspelade diskussioner under åtta träffar då de planerar och analyserar en LS bestående av två lektioner i årkurs 6 inom kemi, samt tre CoRe som lärarna skriver. I början av studien talar lärarna mest om undervisning som att fakta ska förmedlas till eleverna. När de sedan planerar första lektionen övergår deras diskussioner till hur de kan stimulera eleverna till diskussion och reflektion. Lärarna planerar både lektion 1 och 2 utifrån ett variationsteoretiskt perspektiv, men lektion 1 genomförs inte i enlighet med vad de planerat. Det är först i lektion 2 som läraren behåller fokus på lärandeobjektet och dess kritiska aspekter. Resultatet av studien visar även att en Learning Study kombinerad med CoRe stimulerar lärares professionella utveckling och ämnesdidaktiska kompetens i form av lärande nätverk enligt Clarkes och Hollingsworths (2002) modell ”interconnected model of professional growth”. In English: The aim of this study is to explore science teachers’ professional development when they perform a Learning Study (LS), using the tool Content Representations (CoRe). The empirical data consists of six experienced teachers’ audio recorded discussions during eight meetings when they plan and analyse two lectures in chemistry for year 6 (age 12-13 years), and three written CoRe. In the beginning of the study, the teachers talk about teaching and learning mainly as transformation of facts. However, when they plan the first lecture, they discuss how to stimulate students’ discussions and reflections. The teachers planned both lectures according to variation theory. However, only the second lecture is also implemented according to their plan, with a focus on the object of learning. The results show that the combination of CoRe and LS stimulate also experienced teachers’ professional development, through growth networks according to the model "interconnected model of professional growth" (Clarke and Hollingsworth, 2002).

scholarly journals Role of Mentoring System in Professional Development of Entry-Level Teachers

2017 ◽  
Vol 22 (4) ◽  
pp. 27-37
Author(s):  
E.V. Arzhanykh
Keyword(s):  
Professional Development ◽  
General Education ◽  
Novice Teachers ◽  
Experienced Teachers ◽  
Entry Level ◽  
Young Professionals ◽  
Current Trends ◽  
The Russian Federation ◽  
Mentoring System

The system of mentoring permits to eliminate the "gap" between the theoretical knowledge received by novice teachers during their university studies and the required qualification characteristics (described in the Russian Professional Standard for Teachers).This article presents the research data on the role of the system of mentoring in the professional development of young general education teachers.The data was obtained through a survey of entry-level and experienced teachers (490 participants) conducted in 6 regions of the Russian Federation in May-June 2016.According to the survey, most of the young professionals admit that more experienced colleagues can teach them a lot, but more than half of novice teachers believe that they "are often not up to date with current trends in pedagogy", and individual mentor assistance is not considered by novice teachers as a preferred form of professional development.The results of the survey showed that at present the institute of mentoring in the professional development has more importance for experienced teachers than for their young colleagues.

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Barbara C. Storandt ◽  
Lia C. Dossin ◽  
Anna Piacentini Lacher
Keyword(s):  
Professional Development ◽  
Development Model ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Instructors ◽  
Face To Face ◽  
Learner Outcomes ◽  
Professional Development Model ◽  
Course Experience ◽  
Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

scholarly journals Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8610
Author(s):  
Chung Kwan Lo ◽  
Gaowei Chen
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Learning Analytics ◽  
Visual Learning ◽  
Development Program ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

scholarly journals Effect of Peer Mentoring on Quality of Life among CKD Patients: Randomized Controlled Trial

2021 ◽  
pp. 1-11
Author(s):  
Nasrollah Ghahramani ◽  
Vernon M. Chinchilli ◽  
Jennifer L. Kraschnewski ◽  
Eugene J. Lengerich ◽  
Christopher N. Sciamanna
Keyword(s):  
Quality Of Life ◽  
Kidney Disease ◽  
Computer Literacy ◽  
Peer Mentoring ◽  
Controlled Trial ◽  
Online Mentoring ◽  
Peer Mentors ◽  
Face To Face ◽  
Domain Scores

<b><i>Introduction:</i></b> CKD is associated with decreased quality of life (QOL). Peer mentoring (PM) leads to improved QOL in various chronic diseases. The effectiveness of PM on QOL of patients with CKD has not been previously studied. We conducted a randomized clinical trial to test the effectiveness of face-to-face (FTF) and online mentoring by trained peers, compared with usual care, on CKD patients’ QOL. <b><i>Methods:</i></b> We randomized 155 patients in one of 3 groups: (1) FTF PM (<i>n</i> = 52), (2) online PM (<i>n</i> = 52), and (3) textbook only (<i>n</i> = 51). Peer mentors were patients with CKD, who received formal training through 16 h of instruction. Participants in all 3 groups received a copy of an informational textbook about CKD. Participants assigned to PM received either 6 months of FTF or online PM. The outcomes included time-related changes in domain scores of the Kidney Disease Quality of Life (KDQOL)-36 for each of the groups over the 18-month study period. <b><i>Results:</i></b> Compared with baseline, online PM led to improved scores in domains of the KDQOL-36 at 18 months: Effects of Kidney Disease (<i>p</i> = 0.01), Burden of Kidney Disease (<i>p</i> = 0.01), Symptoms and Problems of Kidney Disease (<i>p</i> = 0.006), SF-12 Physical Composite Summary (<i>p</i> = 0.001), and SF-12 Mental Composite Summary (<i>p</i> &#x3c; 0.001). There were no statistically significant changes from baseline in domain scores of KDQOL-36 within the FTF PM and textbook-only groups. <b><i>Conclusions:</i></b> Among patients with CKD, online PM led to increased scores in domains of the KDQOL-36 at 18 months. The study was limited to English-speaking subjects with computer literacy and internet access.

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