Relevant bibliographies by topics / A teacher in the role of mentor

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'A teacher in the role of mentor'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "A teacher in the role of mentor"

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Izadinia, Mahsa. "Preservice teachers’ professional identity development and the role of mentor teachers." International Journal of Mentoring and Coaching in Education 5, no. 2 (June 6, 2016): 127–43. http://dx.doi.org/10.1108/ijmce-01-2016-0004.

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Purpose – The purpose of this paper is to examine changes in eight preservice teachers’ professional identity and the factors contributing to such changes during a four-week block practicum. Design/methodology/approach – A qualitative case study design was used and the data were gathered through semi-structured interviews with preservice teachers and their mentors, reflective journals and observation checklists. Thematic analysis was used to interpret the data. Findings – The findings showed high levels of confidence and development of teacher voice by the end of their four-week block practicum. The findings also suggested that positive mentoring relationships contributed to changes in the preservice teachers’ teacher identity. Research limitations/implications – Despite focussing on a relatively small number of preservice secondary teachers during the first four-week practicum of a single teacher education program at a Western Australian University, this research highlights the need to maintain constructive mentoring relationships with preservice teachers to provide positive influences on their professional identity. In order to facilitate this, preservice teacher education programs should provide thorough training for mentor teachers. Originality/value – This work highlighted the crucial role of mentor teachers in creating positive impacts on preservice teachers’ professional identity, such as development of their confidence and teacher voice. This paper provides useful insights for researchers, mentor teachers, and preservice teacher education policy developers.
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Koç, Ebru Melek. "Development of mentor teacher role inventory." European Journal of Teacher Education 34, no. 2 (May 2011): 193–208. http://dx.doi.org/10.1080/02619768.2010.539199.

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Zachary, Lois J. "The Role of Teacher as Mentor." New Directions for Adult and Continuing Education 2002, no. 93 (2002): 27–38. http://dx.doi.org/10.1002/ace.47.

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Roegman, Rachel, Emilie Mitescu Reagan, A. Lin Goodwin, and Julia Yu. "Support and assist: approaches to mentoring in a yearlong teacher residency." International Journal of Mentoring and Coaching in Education 5, no. 1 (March 7, 2016): 37–53. http://dx.doi.org/10.1108/ijmce-09-2015-0026.

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Purpose – The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP). Design/methodology/approach – This multiple-methods study examined 15 mentor teachers’ approaches over the course of a year in an urban TRP through the lens of Wang and Odell’s (2002) framework for mentoring. Data sources included mentors’ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative). Findings – Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents’ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors’ discussions of reflection and collaboration. Research limitations/implications – This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher. Originality/value – Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors’ approaches to mentoring is necessary in order to provide this support.
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Goldhaber, Dan, John Krieg, Natsumi Naito, and Roddy Theobald. "Making the Most of Student Teaching: The Importance of Mentors and Scope for Change." Education Finance and Policy 15, no. 3 (June 2020): 581–91. http://dx.doi.org/10.1162/edfp_a_00305.

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A growing literature documents the importance of student teaching placements for teacher development. Emerging evidence from this literature highlights the importance of the mentor teacher who supervises this placement, as teachers tend to be more effective when they student teach with a mentor who is a more effective teacher. But the efficacy of policies that aim to have effective teachers serve as mentors depends a great deal on the availability of effective teachers to serve in this role. We therefore use data from Washington State to illustrate that there is ample scope for change in student teacher placements; in other words, there are far more effective teachers within fifty miles of a teacher education program (TEP) who could host a student teacher in each year than the number of teachers who serve in this role. We also discuss the considerable challenges to improvement efforts related to the need for better coordination between TEPs, K–12 school systems, and states. Finally, we argue that, if policy makers value teacher candidate development equivalently to teacher in-service development, they should be willing to pay substantially more than the current average compensation for mentor teachers to recruit effective teachers to serve in this role.
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Sitompul, Lastiar Roselyna. "Peran Strategis Guru Mentor Dalam Program Pengalaman Lapangan [The Strategic Role of the Teacher Mentor in a Field Experience Program]." Polyglot: Jurnal Ilmiah 13, no. 2 (August 2, 2017): 91. http://dx.doi.org/10.19166/pji.v13i2.416.

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<p class="Abstrak">The field experience is an important aspect of a student's academic program in improving the quality of a graduate of a teacher education program. The mentor teacher has a strategic role in developing students' competence to be a professional teacher. To know the mentor teacher's role and the process of guidance during the field experience program, student teachers need to observe, interview and make a portfolio. The results of the study indicates that there are obstacles in the field supervision process such as the limited opportunities for guidance because of the many duties that must be done by the mentor teachers. It is hoped that this article will provide advice to the Teachers College as the organizer of the field experience program to improve the socialization of the role of mentor teachers in schools where field experience programs are held, so that such programs will be more effective in achieving the expected goals.</p><p class="Abstrak">BAHASA INDONESIA ABSTRAK: Program pengalaman lapangan (PPL) adalah salah satu program mata kuliah yang berorientasi pada pengalaman mengajar di lapangan yang sangat penting dalam meningkatkan mutu seorang lulusan fakultas ilmu pendidikan. Guru mentor mempunyai peran strategis dalam mengembangkan kemampuan kompetensi mahasiswa guru untuk siap menjadi seorang guru yang profesional. Untuk mengetahui peran dan proses pembimbingan selama program pengalaman lapangan dilakukan penelitian deskriptif melalui observasi dan wawancara serta menggunakan dokumen portofolio mahasiswa<em> </em>PPL. Hasil observasi menunjukkan ditemukan kendala-kendala dalam proses pembimbingan di lapangan seperti terbatasnya kesempatan bimbingan oleh karena tugas dan kewajiban yang lain yang harus dikerjakan para guru mentor. Diharapkan melalui artikel ini <em>Teachers College </em> sebagai penyelenggara program pengalaman lapangan lebih meningkatkan sosialisasi peran guru mentor di sekolah-sekolah tempat diadakannya program pengalaman lapangan, sehingga semakin efektif untuk mencapai tujuan yang diharapkan.</p>
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Flores Delgado, Lizette Drusila, Irlanda Olave Moreno, and Ana Cecilia Villarreal Ballesteros. "The impact of role modeling on the professional identity of pre-service teachers." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 143–52. http://dx.doi.org/10.17509/ijal.v10i1.25024.

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Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and re-shaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teacher mentors as role models. Information gathered through the constant comparative method of data from the participants taken from their reflective journals, mentor-observations, and self-observations suggests that although working with a positive role model encourages the development of a stronger teacher identity and an improvement in their teaching practice, working with a bad role model can also have the same results.
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Duckworth, Vicky, and Bronwen Maxwell. "Extending the mentor role in initial teacher education: embracing social justice." International Journal of Mentoring and Coaching in Education 4, no. 1 (March 2, 2015): 4–20. http://dx.doi.org/10.1108/ijmce-08-2014-0032.

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Purpose – The purpose of this paper is to explore how mentors can act as change agents for social justice. It examines mentors’ roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment. Design/methodology/approach – Two thematic literature reviews were undertaken: one of UK LLS ITE mentoring and the other an international review of social justice in relation to mentoring in ITE and the first year of teaching. Bourdieu’s concepts of capital, field and habitus (Bourdieu, 1986) are used as sensitising tools to explore LLS mentors’ practices and the possibilities for increasing the flow of “pedagogical capital” between mentors, trainee teachers, learners and communities, in such a way that would enable mentors to become agents for social justice. Findings – LLS mentors and trainee teachers are uncertain about their roles. In the UK and several countries, mentoring is dominated by an instrumental assessment-focused approach, whereby social justice is marginalised. In contrast, what we call social justice mentors establish collaborative democratic mentoring relationships, create spaces for critical reflection, support trainees to experience different cultures, develop inclusive critical pedagogies, and generally act as advocates and foster passion for social justice. Research limitations/implications – While the literature reviews provide timely and important insights into UK and international approaches, the existing literature bases are limited in scale and scope. Practical implications – A model for mentoring that promotes social justice and recommendations for mentor training are proposed. Originality/value – The paper addresses the omission in policy, research and practice of the potential for mentors to promote social justice. The proposed model and training approach can be adopted across all education phases.
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Kochkina, Svetlana N. "The role of a teacher-mentor in the modern world." Pedagogy: history, prospects 3, no. 2 (April 29, 2020): 46–51. http://dx.doi.org/10.17748/2686-9969-2020-3-2-46-51.

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The article analyzes the concept of "teacher-mentor." The questions are posed: What experience can bring the role of a mentor to a teacher? What does he know that which others do not know? What is he willing to share? How to succeed? What should be the image of a teacher of a modern school? Each person goes his own way. Everyone wants to be in demand. But how to succeed? The work of the teacher is shown as a “factor of any culture”. It is said that many teachers refuse the role of a mentor for fear of responsibility and unwillingness to spend their time and effort. The function of a teacher-mentor as a person who is able to help a young inexperienced specialist as a person who is able to solve problems and find a way out in non-standard situations in his advancement is presented. It is shown that mentoring and methodological support in remote and contact formats are aimed at assistance. The main problem of our time is disunity and loneliness. A person cannot find answers to questions that arise. The development of communications, the emergence of social networks, gadgets does not contribute to solving problems, people become even more lonely. The teacher’s new main task is to present himself as a mentor, try on an image, feel, see prospects, and appear before the world in a new social role. The experience of colleagues from the Moscow City Pedagogical University, in which mentoring and methodological support in remote and contact formats, is aimed at facilitating, is presented.
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Sari, Fatma. "Optimalisasi Peran Guru Dalam Proses Transformasi Nilai." AL-FIKR: Jurnal Pendidikan Islam 5, no. 2 (February 3, 2020): 38–42. http://dx.doi.org/10.32489/alfikr.v5i2.25.

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Study the role of the teacher as if it has never been finished to be studied because the role of the teacher has a big role in changes in students, both changes in self-quantity and self-quality. Changes in these two things need to be supported by several aspects, one of which is the optimal aspect of the teacher's role in playing each of his roles. What often happens in the learning process today is that not a few teachers play a role as instructors, transferring knowledge to students. Actually the needs of students are not only knowledge but also value, so that when teachers can optimize all their roles, what happens is that students not only increase their quantity in terms of science but also increase their quality in terms of mindset, speech, and behavior. Optimizing the role carried out by the teacher should be done comprehensively, starting from as a teacher, mentor, facilitator, and even motivator. To be a mentor, the teacher must have an understanding of the student being guided, understand the character and psychological structure. By understanding the concepts of guidance and counseling, the teacher is expected to be able to function as a guide. As a facilitator, the teacher can understand what the talents of his interests are, the teacher can build positive communication with parents of students and those who can help develop the talents of the students' interests and potential. As a motivator, teachers must understand the concepts and theories of motivation that are expected to help teachers to develop their skills in motivating their students to demonstrate superior learning or performance.
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Dissertations / Theses on the topic "A teacher in the role of mentor"

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Markusic, Matthew Peter. "Are You My Mentor? Student Views on Teachers as Mentors." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1462535437.

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Reinhardt, Kimberly S. "Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556960.

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This study was an investigation of mentor teachers who work in a Master of Education teacher preparation program. It examined mentors who work with teacher candidates to understand their conceptualization of their purpose in teacher education. The teacher preparation program that was the site of this study placed teacher candidates in the classroom for a year-long field experience aligned with the actual teaching calendar in schools and reflective of the clinical-based preparation called for by the National Council for Accreditation of Teacher Education (NCATE, 2010). Attention to teacher preparation program outcomes has increased significantly in the past few years (Council for the Accreditation of Educator Preparation, 2013; Council of Chief State School Officers, 2013; Greenburg, Pomerance, & Walsh, NCTQ, 2011; NCATE, 2010). Within this focused interest on program outcomes and on the impact well-prepared teachers make on school improvement, field placements are viewed as more essential in the preparation of teacher candidates (Bullough, Draper, Smith, & Birrell, 2004; Korthagen, 2004; Valencia, Martin, Place, & Grossman, 2009; Zeichner, 2010). Therefore, because mentor teachers affect teacher candidates in the field, it is crucial to understand how mentor teachers conceive their role and purpose within teacher preparation, and how they can be supported prior to assuming this responsibility and throughout the time they spend with the teacher candidates. The dissertation research was divided into two major phases: Phase One was a survey administered to all mentor teachers who work with the program (n=54) early in spring, 2014. The analysis of the survey provided the data necessary to use purposeful sampling to select mentors who reported a commitment to diverse mentoring practices. Data was collected on the interview sample (n=6) in Phase Two through interviews and observations to document and analyze how mentors enacted practices that may or may not be consistent with their perceived purpose and role or with the existing literature on mentoring teacher candidates. Considering the importance of this mentoring relationship on the teacher candidates' preparation outcomes, identification of the approaches to mentoring that can be strengthened by preparation are important in order to emphasized these points as part of the development of partnerships that will strengthen the mentoring system. This research offered insight for teacher preparation programs relating to how mentors internalize their role and areas for development that may align mentoring practices with the educative functions that develop responsive teachers. The findings of this study offered suggestions for preparation that target the mentors' professional growth through collaborative and ongoing instructional and personal support.
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Steers, van Hamel Debra. "Rethinking mentor roles and relationships an exploration of discourse communities and beginning teacher identity /." Diss., Online access via UMI:, 2004. http://wwwlib.umi.com/dissertations/fullcit/3139158.

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Larrison, Lucy Elaine. "Congruence of perceptions among the principal, mentor teacher, and novice teacher regarding the principal's role in a campus mentoring program." Diss., Texas A&M University, 2006. http://hdl.handle.net/1969.1/4232.

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The literature is convincing that teachers are leaving the profession in record numbers (Owing, 2004; Ingersoll, 2002). Although there are a variety of reasons that may spur this problem, there is substantial evidence that mentoring programs are an effective means of addressing this issue and that principals serve a critical role in the success of these programs (Moir 2001; Ingersoll, 2001a). Although mentoring and principal support have been recognized as key components in the retention of novice teachers, the literature does not document overwhelming success when mentoring is implemented in most schools. One must question the reasons for the continuation of teacher attrition when these retention factors have been clearly identified. The primary purpose of this study is to examine the congruency of perceptions among the principal, novice teacher, and mentor teacher regarding the role of the principal in supporting mentoring programs at the campus level. The relationship between a principal's perception of his/her role in a mentoring program and the teacher retention rate at the school was studied. In addition, the study explored the preparation and readiness of the principal to serve in a leadership role in the development and implementation of a campus mentoring program.
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Basheer, Akram Al. "The role of the mentor in teacher education programmes with particular reference to the teaching of Arabic in Jordan." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250362.

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Baker, Randall Glenn. "The role of the principal in reducing teacher isolation, promoting collegiality, and facilitating beginning teacher induction." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2530.

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The fragmentation of teachers' work, through isolation and the absence of structures for collegial interaction, make teaching a very solitary and private kind of work that has far reaching implications. Although teacher isolation is recognized as an ongoing problem and a detriment to the teaching profession, empirical evidence of what principals are doing to reduce teacher isolation and to promote collegiality is limited. The purpose of this research study was to identify how elementary school principals are reducing teacher isolation, promoting collegiality, and facilitating beginning teacher induction. The researcher examined the perceptions of 331 public elementary principals throughout California regarding these issues. Data were gathered through a 72 item questionnaire designed for this research study based on the literature, and descriptive statistics were used to organize and analyze the data. In general, most principals indicated that they were implementing many practices discussed in the literature that contribute to reduced teacher isolation and greater collegiality. For example, most principals indicated that they have a collaborative leadership style, implemented collaborative professional development, engaged teachers in shared decision making, and considered collaborative time for teachers to be very important. Most principals also claimed that their teachers preferred to work with colleagues to develop lesson plans and teaching strategies, were involved in change initiatives, and collaboratively worked to meet school goals. Practices that should be more fully implemented include aspects of teacher and mentor release time, teacher observations and feedback, teacher leadership, professional dialogue, and principals' involvement in the induction process. For example, principals and teachers must have ample opportunity to observe teachers and provide constructive feedback, principals should share with teachers the responsibility of planning and leading faculty and collaborative meetings, and principals should not rely solely on an induction program like BTSA for supporting beginning teachers but rather exercise their leadership role by being actively involved in the induction process. Recommendations for further study included conducting a teacher survey and personal interviews with principals and teachers, because principals may have responded to the survey in an idealistic fashion that was contrary to their actual practices or philosophy.
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Wilson, Barry Lee. "The dual role of a non-tenured teacher as a mentor and mentee in a public secondary school in Alabama a case study /." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/wilson.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.
Additional advisors: John A. Dantzler, Rose Mary Newton, Jerry Patterson, George Theodore. Description based on contents viewed June 3, 2009; title from PDF t.p. Includes bibliographical references (p. 103-112).
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Hermann, Adele Christina. "Altering beginning teachers' beliefs and practices regarding the labeling of low track students : the role of mentor-initiated reframing /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2009. http://uclibs.org/PID/11984.

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Mogharbel, Jamileh. "Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1550670389993905.

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Miller, Leah Fowlkes. "The Impact of Child Teacher Relationship Training for Early Childhood Educators: The Role of the Relationship." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538685/.

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In this qualitative study, I explored the lived experiences of eight early childhood educators implementing a play-based teacher professional development intervention, child teacher relationship training (CTRT), in an affluent Christian based preschool. Through the building of relationships, CTRT provided the teachers a person-centered approach to develop skills to establish relationships and to attend to the intentional emotional and relational development of young children. The research questions addressed the impact on teachers with children exhibiting challenging behaviors utilizing CTRT experienced before, during, and after the implementation of the play-based consultation intervention. Thematic analysis of the pre-intervention interviews, observation journals, reflexive journal, and post-intervention interviews revealed two clusters and seven distinct themes. The first cluster described the learning experiences of teachers while implementing CTRT with four identified themes: (a) changes in their views about children; (b) changes in their views about their personal abilities and performance; (c) a deeper understanding of theory (Reggio Emilia and CTRT); and (d) teacher skill development. The second cluster concerned the impact of CTRT before, during, and after the implementation of CTRT with three identified themes: (a) relationships; (b) support systems; and (c) the transfer of CTRT skills outside the classroom. The emerging themes indicated that the participants found CTRT to be a useful intervention for skill development to address challenging behaviors in young children, increased the teachers' abilities to manage classrooms, and professional and personal growth.
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Books on the topic "A teacher in the role of mentor"

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Olsen, Karen. The California mentor teacher role: Owner's manual. Kent, Wash: Books for Educators, 1999.

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Odell, Sandra J. Mentor teacher programs. Washington, D.C: NEA Professional Library, National Education Association, 1990.

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Odell, Sandra J. Mentor teacher programs. Washington, D.C: NEA Professional Library, National Education Association, 1990.

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Odell, Sandra J. Mentor teacher programs. Washington, D.C: NEA Professional Library, National Education Association, 1990.

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Roth, Kathleen J. Mentor teacher project, program assessment report. [East Lansing, Mich.]: Michigan State University, 1988.

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Clagett, Martin Richard. William Small, 1734-1775: Teacher, mentor, scientist. [Virginia?]: M.R. Clagett, 2003.

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Mongon, Denis. Role of the teacher. Windsor: NFER-NELSON, 1988.

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Harris, M. H. The role for teachers as mentors in I.T.T. The training and associated implications. [Guildford]: [University of Surrey], 1992.

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Teacher to teacher: A guidebook for effective mentoring. Portsmouth, NH: Heinemann, 1998.

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Baran, Dan. Enter mentor: A program guide. Hull, Que: Employment and Immigration Canada, 1992.

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Book chapters on the topic "A teacher in the role of mentor"

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Chandra, Ramesh. "Allyn Young’s Role as an Author, Teacher and Mentor." In Allyn Abbott Young, 235–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31981-6_8.

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Lawrence, Julia. "Managing your role as a mentor." In Mentoring Teachers in the Primary School, 43–50. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-6.

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Lawler, Catherine, Abigail Sterne, and Nicky Armstrong. "Teacher/mentor notes." In Helping Children Learn About Domestic Abuse and Coercive Control, 5–6. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003052364-3.

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(Jack) Rowe, John E. "Manuel Cardona: Mentor, Friend, Teacher." In Manuel Cardona, 123–24. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20343-0_34.

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Feldman, Robert. "Role of a mentor." In Professionalism and Values in Law Practice, 85–88. Milton Park, Abingdon, Oxon; New York, NY:: Routledge, 2020. http://dx.doi.org/10.4324/9780429244704-18.

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Gakonga, Jo. "Mentoring and mentor development." In The Routledge Handbook of English Language Teacher Education, 432–45. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-29.

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Velupillai, Kumaraswamy. "Björn Thalberg — Teacher, Mentor and Friend." In Nonlinearities, Disequilibria and Simulation, 12–19. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12227-1_2.

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DeJong, Matthew. "The Concept of Teacher as Mentor." In Continued Momentum: Teaching as Mentoring, 1–7. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-393-3_1.

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Katzenstein, Peter J. "Karl W. Deutsch: Teacher, Scholar, Mentor, Mensch." In Pioneers in Arts, Humanities, Science, Engineering, Practice, 251–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-02910-8_15.

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Mendez, Emilio E. "The Teacher and Mentor I Almost Had." In Manuel Cardona, 83–85. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20343-0_22.

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Conference papers on the topic "A teacher in the role of mentor"

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Ruhimat, Mamat, and Nandi. "The Role of Mentor Teacher in Preparing Teacher Candidate at the Field Experience Practice." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.112.

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Bradea, Adela. "The Role Of The Mentor In The Activity Of The Beginner Teacher." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.84.

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Иванов, С. Ю., and Д. В. Иванова. "Components of Successful Professional Adaptation and Training of Teachers of General Education Organizations in a Changing Competitive Environment." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.96.21.037.

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Авторы рассматривают основные направления, способствующие успешной адаптации педагогических работников общеобразовательных организаций к современным требованиям рынка труда. На основе данных социальной статистики определены возрастающая потребность общеобразовательных организаций в педагогических кадрах и задачи по их подготовке. В контексте модернизации системы образования особое внимание обращено на изучение составляющих, определяющих профессиональное самоопределение будущих педагогов. Показано, что в рамках наиболее активной интеграции современного образования с отраслями инновационной экономики и возрастания требований образовательных стандартов, увеличивается значимость качественной подготовки учителей. Определяются ключевые механизмы, обеспечивающие подготовку молодых специалистов-педагогов, востребованных на современном рынке труда. Подчеркивается, что одними из требований общеобразовательных организаций становятся высокий профессионализм учителя и его особая роль: наставника, мотиватора, навигатора, интегратора, мастера. Очевидно, что именно комплексная система подготовки учителя-профессионала сможет наиболее эффективно обеспечить формирование навыков и компетенций, адекватных социальным вызовам, а сам учитель при этом будет способствовать построению активной жизненной позиции современных школьников. the article considers the main directions that contribute to the successful adaptation of educational organizations of teachers to the modern requirements of the labor market. Based on social statistics data, the increasing need of educational organizations for teaching staff and the tasks for their training are determined. In the context of modernization of the education system, special attention is paid to the study of the components that determine the professional self-determination of future teachers. It is shown that within the framework of the most active integration of modern education with the branches of innovative economy and the increasing requirements of educational standards, the importance of high-quality teacher training increases. In this regard, the key mechanisms that ensure the training of young specialists-teachers in demand in the modern labor market are identified. It is emphasized that one of the requirements of educational organizations is the high professionalism of the teacher and his special role: mentor, motivator, Navigator, integrator, master. It is obvious that a comprehensive system of training a professional teacher can most effectively ensure the formation of skills and competencies that are adequate to social challenges, and the teacher himself will help to build an active life position of modern schoolchildren.
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SERB (TANISLAV), Maria Cristina. "Digitalization – a Key Factor in the Personal Professional Development of Human Resources in Educational Organizations." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/28.

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In the European Union, we are trying to achieve an extended common area of education, that will have to face the challenges of a more global economy. The current European context offers the possibility of harmonizing VET education systems in the component countries and also the perspective of ensuring the education quality. Present-day researches show that students’ emotional development is decisive for school and life success or mental health. An important role in this process is played by the human resource in VET education. The teacher must be able to provide the opportunity for students to identify, use, understand and manage emotions, in order to communicate effectively, to empathize with those around us, to overcome challenges and to prevent and mitigate conflicts. This research presents an analysis of the role of digitalization in the personalprofessional development of human resources in educational organizations. Mindfulness practices are an important factor in intensifying focus and clarity of mind, processes that can help improve cognitive functions, ultimately having an impact on improving the balance between personal and professional life. This research presents the most important results regarding the need for personal-professional development of teachers through the processes digitalization. The data obtained are the result of applying a questionnaire on a representative sample of teachers from pre-university VET education, from Dambovita county. These served to shape a system of factors with a role in increasing the quality of the teaching process.
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Blodgett, Robert H. "ROBERT H. DOTT, JR.: TEACHER AND MENTOR." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-317020.

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Nugumanova, Lyudmila, and Galiya Shaykhutdinova. "Models of the Contemporary Mentor in Supplementary Vocational Education." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0461.

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Chernyavskaya, Anna. "Patterns Of Interaction Between A Beginning Teacher And His Mentor." In International Scientific and Practical Conference «MAN. SOCIETY. COMMUNICATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.02.174.

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Mukhina, T. A., and S. Y. Shalova. "Preschool children play as the tool of selfregulation developmment." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.907.917.

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The article touches upon the issue of self-regulation development in preschool children. Play is one of the effective means in development of children’s selfregulatory skills. The aim of the study is to determinate playing conditions conducive to the development of self-regulation in preschoolers. The problem analysis method was used, as well as the modeling method during the study. We have analyzed the scientific works of native and foreign researchers on the issues of children’s play (A. Ivrendi, D. B Elkonin, E. Danniels, etc.) and mental states and self-regulation (V. N. Myasishchev, N. D. Levitov, A. O. Prokhorov and others). Based on the analysis, the study substantiates the need to teach the child self-regulation skills in psycho-emotional stress situations. At the same time, much attention is given to the fact that the acquisition of the skill is impossible without the participation of an adult or a teacher. Areview of studies on the possibilities of children’s play has made it possible to identify a number of conditions conducive to the development of self-regulatory skills: possibility to play a certain role (imitative effect), phasing of play actions, ability for a child to make their own decision, etc. We articulate and validate the need for the following conditions of self-regulation development in preschool children based on modeling the game situation. 1. In a play the child should be able to play several roles in turn. This allows the child to experience different emotions and understand the other person. 2. Introduction of playing element — pauses (time-outs). It allows to reduce the emotional «degree» during the play. 3. Positive reinforcement of the correct actions and emotional manifestations of the child by the adult. It helps the child to learn socially approved actions.
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Berinšterová, Marianna, Katarína Fuchsová, and Monika Magdová. "PSYCHOLOGICAL LITERACY OF TEACHERS IN THE ROLE OF YOUTH MENTORS." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact091.

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Wong, Perry. "MENTOR ME IN ICT: A PRACTICAL APPROACH TO BUILDING TEACHER CAPACITY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0606.

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Reports on the topic "A teacher in the role of mentor"

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Bruch, Sarah K., Harper Haynes, and Alex Hylka. Focus Area Policy Brief. Teacher & Mentor Relationships. Iowa City, Iowa: University of Iowa Public Policy Center, July 2016. http://dx.doi.org/10.17077/l5px-gng3.

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Murray, William R., Michelle Sams, William H. DeSmedt, and Donald Loritz. Mentor: Dialog Agent System for Mentoring and Conversational Role-Playing. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada395194.

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Morton, Florence. Student Perceptions of the Teacher-Counselor Role at the Albina Youth Opportunity School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1719.

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Ulrich, Kathleen. Normative teacher and student role behaviors in the U.S. with a contrast to Japan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5535.

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Taylor, Sonja. Use of Role and Power in Parent-Teacher Relationships: Perceptions from the Parent Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2321.

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Nazarenko, A. V., and Kolesnik. ROLE AND PLACE OF ECOLOGICAL SELF-EDUCATION INECOLOGICAL PROFESSION PEDAGOGICAL COMPETENCE IMPROVEMENT OF FUTURE TEACHER. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, December 2013. http://dx.doi.org/10.14526/44_2013_18.

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Fasteen, Jodi. An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2311.

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Dancis, Julia. The Role of Teacher Autonomy Support Across the Transition to Middle School: Its Components, Reach, and Developmental Effects. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6611.

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Boyd, Donald, Hamilton Lankford, Susanna Loeb, Matthew Ronfeldt, and James Wyckoff. The Role of Teacher Quality in Retention and Hiring: Using Applications-to-Transfer to Uncover Preferences of Teachers and Schools. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w15966.

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Allier-Gagneur, Zoe, Chris McBurnie, Rachel Chuang, and Björn Haßler. Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0007.

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