DÉVELOPPER L’AGIR COMPÉTENT DE MENTORS : LE CAS D’ENSEIGNANTS OEUVRANT DANS UN PROGRAMME D’INSERTION PROFESSIONNELLE EN ONTARIO

Taking on the responsibilities of a mentor teacher is not an innate skill and it is imperative that they receive professional support to develop their skills. Although several studies have made it possible to identify elements to be considered in the selection of mentors or in the development of training courses intended for them, they do not allow us to define in depth the nature of the experience lived by these teachers and consequently, understand the influence of this experience on the development of their competence. The objective of this research was to document the experience of mentors and to study the obstacles and levers that can facilitate the development of their competence trought Le Boterf’s agir compétent model.

Bill Atkin: Colleague, Mentor, Teacher, Friend

The three authors, all academics at Victoria University of Wellington Faculty of Law, provide their respective tributes to Professor Bill Atkin in his various roles. Professor Tony Angelo provides his account of Professor Atkin as a colleague and friend since the 1970s. Professir Geoff McLay speaks of his experience learning tort law in the 1980s under Professor Atkin, and eventually becoming his colleague. Bevan Marten discusses Professor Atkin's lectures in the early 2000s, as well as his mentorship and eventual status as colleagues.

Bill Atkin: Colleague, Mentor, Teacher, Friend

The three authors, all academics at Victoria University of Wellington Faculty of Law, provide their respective tributes to Professor Bill Atkin in his various roles. Professor Tony Angelo provides his account of Professor Atkin as a colleague and friend since the 1970s. Professir Geoff McLay speaks of his experience learning tort law in the 1980s under Professor Atkin, and eventually becoming his colleague. Bevan Marten discusses Professor Atkin's lectures in the early 2000s, as well as his mentorship and eventual status as colleagues.

Why Do We Have Such Dilemmas?—An Reflection on Shadowing a PBL Mentor Teacher

The author reflects on six dilemmas that teachers and mentors may face during the implementation of project-based learning (PBL): (a) the conflict between student autonomy and teacher control, (b) the belief incongruence between a mentor and a mentee, (c) the gap between an advanced pedagogy and novice teachers, (d) the gap between a mentee’s need for more support and a mentor’s limited support, (e) the conflict between a mentor’s excessive modeling and a mentee’s need for practice, and (f) the problem that a mentor focuses more on student performance than on teacher growth. Understanding these dilemmas may improve PBL training.

Teacher Communication Effectiveness in the Learning Process

There are many aspects and aspects that can become the standard for the success or failure of an educational process. This aspect is usually present in the teacher as mentor, teacher and also on the side of students. One aspect that can be a barrier to the success of students in absorbing subjects from the teacher is the factor of communication that is not working effectively. Communication is very important considering that the educational process is currently directed into a room filled by teachers and students. In such conditions a two-way communication pattern is required, in order to create optimal interaction in each face-to-face between teachers and students, so that educational goals can be achieved. This paper will discuss the significance of teacher communication and its effect on student interest in learning.

THE IMPACT OF INDIVIDUAL STUDENT MENTORING FOR TEACHER PROFESSIONALISM IN ENGLISH PRESERVICE TEACHER EDUCATION

Mentoring in preservice education is a key success factor, because not only can it transform the preservice teacher as the mentee, but also develop the mentor teacher professionally. This prelimenary study to find the impact of individual student mentoring was inspired by the awareness of its potential multidimentional impact for teacher professionalism. Two research questions guided this study. The first question is to find out the impact of this individual student mentoring from the student mentee’s point of view in terms of four dimensions, namely: psychological or emotional support, support for setting goals and choosing a career path, academic subject knowledge support, and a role model. The second research question explores how this kind of mentoring developed the mentor teacher professionally. Data were collected from the students in the form of questionaire and written reflection, and from the mentor teacher in the form of written reflection. Data were analyzed separately to attend to each reseach question. The findings show that the preservice students experienced the four dimensions in their individual mentoring, while the mentor teacher developed herself professionally in 3 areas, which were interactional skills, self-awareness, and attitude. The implication of the findings is discussed at the end.

The Role of Mentor Teacher–Mediated Experiences for Preservice Teachers

This study aims to better understand the role of mentor teacher–mediated experiences in preservice teachers (PTs)’ progress toward the vision of teaching advocated by their programs. Data were collected from multiple cohorts of preservice science teachers at two university-based teacher preparation programs. Employing a qualitative, multiple case study approach, a total of 35 cases were analyzed focusing on the quality of mentor teacher–mediated experiences (i.e., modeling program-advocated vision of teaching, supporting PTs’ experimentation, and providing feedback), and its relationship to PTs’ progress over time. The analyses show that mentor teachers’ supportiveness for PTs’ experimentation played a critical role in facilitating PTs’ desirable changes. Well-structured experimentation created conditions for PTs to notice, leverage, and expand students’ sense-making repertoires in classrooms. Mentors’ modeling of program-recommended practices was not necessarily related to PTs’ progress. This study raises questions about prevalent perceptions of a good mentor teacher as someone who models program-recommended practices.