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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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Clarke, Marie, Maureen Killeavy, and Ruth Ferris. "Mentor teachers as leaders and followers in school-based contexts in the Republic of Ireland." International Journal of Educational Management 29, no. 3 (April 13, 2015): 368–79. http://dx.doi.org/10.1108/ijem-09-2013-0142.
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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.
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Fletcher, Jo, Chris Astall, and John Everatt. "Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience." International Journal of Mentoring and Coaching in Education 10, no. 3 (June 8, 2021): 298–316. http://dx.doi.org/10.1108/ijmce-10-2020-0069.
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PurposeThis paper is about mentoring of initial teacher education (ITE) students whilst on their practicum.Design/methodology/approachInformed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors that impact student teachers' experiences during practicum.FindingsQuantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.Practical implicationsBetter understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.Originality/valueThis research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.
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Harvard, Gareth, and Richard Dunne. "The Role of the Mentor in Developing Teacher Competence." Westminster Studies in Education 15, no. 1 (January 1992): 33–44. http://dx.doi.org/10.1080/0140672920150104.
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Power, Alison, and Alice Wilson. "Mentor, coach, teacher, role model: what's in a name?" British Journal of Midwifery 27, no. 3 (March 2, 2019): 184–87. http://dx.doi.org/10.12968/bjom.2019.27.3.184.
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Knight, Peter J. "Jean Hanson’s role as inspirational teacher, mentor and researcher." Journal of Muscle Research and Cell Motility 25, no. 6 (August 2004): 447–50. http://dx.doi.org/10.1007/s10974-004-3868-0.
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Jerome, Lee, and Victoria Brook. "Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England." International Journal of Mentoring and Coaching in Education 9, no. 2 (December 16, 2019): 121–35. http://dx.doi.org/10.1108/ijmce-04-2019-0057.
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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.
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del Rosal, Karla, Paige Ware, and Nancy Montgomery. "Mentoring Teachers of English Learners in an Online Community of Practice." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 3 (July 2016): 1–17. http://dx.doi.org/10.4018/ijcallt.2016070101.
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This study contributes to a growing research base investigating how teachers interact and learn from each other in online communities of practice. It specifically investigates the online mentoring conversations between five cohorts of in-service mentor teachers that participated in graduate-level courses about language pedagogy and their mentee pre-service teachers, while they discussed effective practices for English learner (EL) students. The authors used qualitative methods to ask what types of knowledge and skills related to ELs' instruction the participating mentor teachers displayed when they were situated in the role of online mentors of mentee pre-service teachers. Findings showed that mentor teachers demonstrated knowledge and skills in adjusting general learning strategies to support ELs, in applying language development strategies to teach academic language in English, and in using emotional strategies to offer ELs a welcoming environment. Findings also showed that mentor teachers found a favorable space in the online mentoring environment to position themselves as teacher leaders and ELs' advocates.
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Beutel, Denise, Leanne Crosswell, Jill Willis, Rebecca Spooner-Lane, Elizabeth Curtis, and Peter Churchward. "Preparing teachers to mentor beginning teachers: an Australian case study." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 164–77. http://dx.doi.org/10.1108/ijmce-04-2017-0030.
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Purpose The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second, to identify and discuss mentor teachers’ personal and professional outcomes and the wider contextual implications emerging from the Mentoring Beginning Teachers (MBT) mentor preparation program. Design/methodology/approach This case study, situated within Queensland, Australia, draws on qualitative data collected via interviews and focus groups with mentor teachers who participated in a large-scale systemic mentor preparation program. The program positions mentoring as supportive, based on a process of collaborative inquiry and encouraging critically reflexive praxis with the mentor professional learning focusing on reflection, dialog and criticality. Findings Initial findings show the outcomes of the mentor preparation program include building a common language and shared understanding around the role of mentor, consolidating a collaborative inquiry approach to mentoring and providing opportunity for self-reflection and critique around mentoring approaches and practices. Some findings, such as a greater self-awareness and validation of mentors’ own teaching performance, have confirmed previous research. However, the originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts that have emerged from the study. Practical implications The study highlights the impact of the mentor preparation program on the professional learning of teacher-mentors and contributes to the current lack of empirical research that identifies the personal and professional impacts for mentors and the wider contextual factors that impact effective mentoring in schools. Originality/value The originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts more broadly that have emerged from the study.
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Margerum-Leys, Jon, and Ronald W. Marx. "Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs." Journal of Educational Computing Research 26, no. 4 (June 2002): 427–62. http://dx.doi.org/10.2190/jxbr-2g0g-1e4t-7t4m.
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This study had two purposes. The first was to explore the construct of teacher knowledge of educational technology through the lens of three components of Shulman's model of teachers' knowledge—content knowledge, pedagogical knowledge, and pedagogical content knowledge. A second purpose was to investigate the ways in which teacher knowledge is acquired, shared, and used by student teachers and their mentors in the context of the student teaching placement. The literature in educational technology takes, for the most part, a limited view of educational technology knowledge, reporting on teachers' awareness of technological applications and affordances. By using Shulman's model, this study constructed and considered a more comprehensive depiction of teacher knowledge. Teacher knowledge of educational technology as thus depicted was explored as it developed within a particular setting. Data were drawn from a three-month observation and interview period in the spring of 1999. Six participants—three student teachers and three mentor teachers—were observed and interviewed at a middle school in a working-class suburb of a large Midwestern city. From observations of teacher practice, inferences were made about the underlying body of knowledge evidenced by the participants. The perspective of student and mentor teacher participants was gained through a quasi-ethnographic interview process. Observation and interview data were analyzed using a shared coding system, allowing a rich description to be created. Results of the study indicated that employment of Shulman's model revealed a set of knowledge derived from and applicable to practice with educational technology. This knowledge could be considered a Pedagogical Content Knowledge of technology, corresponding to Shulman's identification of a particular understanding by teachers of content in service of teaching and teaming. Within the context of the mentor/student teacher pairs, both knowledge acquired in and brought to the setting was shared in a multi-year cycle from student teacher to mentor to subsequent student teacher. Impact on the field includes a broadening sense of the nature of knowledge of educational technology, as well as increased attention to the importance of the student teaching placement and student and mentor teachers' roles within that environment.
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Huong, Vu Thi Mai. "The role of schools during practicum in adapting to Vietnamese education innovation." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 01–15. http://dx.doi.org/10.18844/cjes.v16i1.5503.
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School is a crucial component in teacher training. Schools are also the places where pre – service teachers practice manipulations, career actions, capacity development and career sentiments. The innovation of Vietnamese general education from content to competency approach has led to many changes in the schools, thereby requiring teacher training to be linked to educational practices in every school. The schools have just played the role of a unit that evaluates and tests the training quality of the pedagogical universities, and at the same time provides practical educational knowledge and educational innovation to supplement the theoretical knowledge in school offenses. This research aims at determining the role of schools during training pre – service teachers in Vietnam. Data was collected through questionnaires involving 390 participants comprising student teachers, lecturers from pedagogy universities and mentors of schools in Vietnam. The results showed that, in Vietnam, schools are lacking initiative in coordinating with teacher training institutions. The role of schools is still limited; the schools need to promote the initiative and be more active in the relationship with pedagogical universities so that the effectiveness of teacher training is the highest, adapting to the innovations of current Vietnam education.
Keywords: practicum, role of schools, mentor, student teachers, pre-service teacher, teacher preparation
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Munthe, Ashiong Parhehean. "PERAN GURU MENTOR DALAM FACILITATING LEARNING BAGI MAHASISWA PGSD SAAT PRAKTEK PENGALAMAN LAPANGAN 1." Jurnal Dinamika Pendidikan 9, no. 1 (April 1, 2016): 1. http://dx.doi.org/10.33541/jdp.v9i1.133.
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The purpose of this research was to describe the role of teachers mentors that is facilitating learning for Primary School Teacher Education students (PGSD) Universitas Pelita Harapan when implementing First Field Experience (PPL 1) program. The implementation of the learning process through PPL 1 for student teachers, was strongly influenced by the role of the mentors teachers. The role teachers mentors to help, to be a role model, to do assessment and to give feedback to students teacher facilitate the students and increase their abilities to understand the whole lesson held at school. The role of teachers mentors were expected to have an influence on students in the second PPL, third PPL, and in other learning activities in campus. The research method applied in this research is descriptive qualitative method in which it will describe the results of student assessment to their teachers mentors when in PPL 1. The assessment is a questionnaire with a range of 1 to 5. The statements in the questionnaire were taken from a field experience handbook of Faculty of Education (Teachers College) Universitas Pelita Harapan about the roles and responsibilities of a teachers mentors. The participants involved in this research were PGSD students. The result is, according to the students, the teachers mentors, have done facilitating learning in PPL 1.Keywords : Teachers Mentors, Facilitating Learning, PPL 1, Observations, Reflections
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Kyle, Diane, Gayle Moore, and Judy Sanders. "The Role of the Mentor Teacher: Insights, Challenges, and Implications." Peabody Journal of Education 74, no. 3 (July 1, 1999): 109–22. http://dx.doi.org/10.1207/s15327930pje7403&4_9.
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Kyle, Diane W., Gayle H. Moore, and Judy L. Sanders. "The Role of the Mentor Teacher: Insights, Challenges, and Implications." Peabody Journal of Education 74, no. 3-4 (July 1999): 109–22. http://dx.doi.org/10.1080/0161956x.1999.9695376.
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Ganser, Tom. "How Teachers Compare the Roles of Cooperating Teacher and Mentor." Educational Forum 66, no. 4 (December 31, 2002): 380–85. http://dx.doi.org/10.1080/00131720208984858.
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Smit, Tanya, and Pieter H. du Toit. "Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses." South African Journal of Education 41, no. 2 (May 31, 2021): 1–13. http://dx.doi.org/10.15700/saje.v41n2a2010.
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During work integrated learning (WIL), pre-service mentoring helps prepare final-year education students for the workplace. The pre-service teacher is placed alongside a mentor teacher, and the higher education institution (HEI) stipulates the timeline and the requirements. This study follows a wide-ranging research project, identified by the acronym FIRE (Fourth-year Initiative for Research in Education). In this article we focus on pre-service teacher mentoring experiences, partnerships, roles, and teacher identity development concerning mentor teachers, not mentor lecturers. The results of 2 baseline exploratory research surveys are shared. The attitudes, beliefs, opinions and practices of Senior, Further Education and Training phase mentor teachers and pre-service teachers were gathered, measured and compared. The responses to 2 cross-sectional questionnaires in electronic format provided a competence-base for the design of curricula for 2 short courses about mentoring and self-regulated professionalism. The 2 short courses were created for mentor teachers and pre-service teachers.
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Fletcher, Edward C., Kathy Mountjoy, and Glenn Bailey. "Exploring the Preparedness of Business Education Teacher Candidates for their Internships." International Journal of Adult Vocational Education and Technology 2, no. 4 (October 2011): 28–42. http://dx.doi.org/10.4018/javet.2011100103.
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Applying a modified-Delphi technique, this research study sought consensus from business education mentor teachers regarding the top three areas in which business education student teachers were prepared as well as underprepared for their roles as teachers. Further, the mentor teachers provided recommendations for business education teacher preparation programs to implement to better prepare their teacher candidates for the student teaching internship. To that end, the mentor teachers did not gain consensus on the top three areas their student teachers were most prepared. However, they did agree classroom management and working with special needs’ students were among the top three areas their student teachers were least prepared. The mentor teachers agreed business education teacher preparation programs could provide more experiences with classroom management in public schools and provide their teacher candidates with more information about the workload and commitment needed to be effective teachers.
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McDonald, Lyn, and Annaline Flint. "Learning within a Supportive Environment: Mentoring Skills." Journal of Education and Training 3, no. 1 (September 23, 2015): 23. http://dx.doi.org/10.5296/jet.v3i1.8095.
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<p class="2M-body">New teachers moving into teaching need the critical support that teacher induction programmes provide them with. The purpose of this paper is to discuss the specific skills and particular knowledge mentor teachers require in supporting provisionally registered teachers’ (PRTs) learning. Data for this qualitative study were gathered from 17 mentor teachers using semi-structured individual interviews which were audio-taped, transcribed and analysed using a thematic approach. In this paper it will be argued that the role of the mentor teacher is an important and significant one for PRTs. Findings from the study showed that there are specific skills and knowledge required by mentor teachers for effective mentoring with PRTs. These skills include the ability to communicate clearly and have personal skills of supportiveness and understanding of the PRTs’ learning. It is also necessary for mentor teachers to be reflective practitioners with knowledge of the curriculum and pedagogy. The findings have important implications for professional development, and practice in induction and mentoring programs.</p>
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Kuswandono, Paulus. "MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 213. http://dx.doi.org/10.17509/ijal.v6i2.4846.
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Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants’ school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers’ beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.
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Klieger, Aviva, and Anat Oster-Levinz. "The influence of teacher education on mentor teachers’ role perception in professional development schools." Journal of Education for Teaching 41, no. 2 (February 13, 2015): 115–27. http://dx.doi.org/10.1080/02607476.2015.1010873.
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Békés, Erzsébet Ágnes. "Supporting Ecuadorian teachers in their classroom research: Reflections on becoming a research mentor." English Language Teaching and Research Journal (ELTAR-J) 1, no. 2 (April 30, 2020): 27. http://dx.doi.org/10.33474/eltar-j.v1i2.6413.
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Classroom-based research has flourished in the past 15 years, often introduced institutionally, as part of teachers’ Continuous Professional Development. Supporting teachers in their classroom research requires facilitation and scaffolding. Therefore, teacher trainers are often assigned the tasks of research-mentoring. However, this activity requires special skills and sustained mentoring of the mentors themselves. Mentoring, as an activity, has a rich literature, but mentoring teachers, and more specifically, mentoring language teachers researching their classrooms has not been widely documented as yet. The present self-study constitutes a reflective account of an experienced teacher trainer’s journey into mentoring. By simultaneously taking part in an online mentoring course as well as putting the newly gained knowledge into practice, the author was able to mentor 11 English language teachers and 5 English major students that came together to carry out tasks related to mentoring action research projects and / or accomplish their own classroom research as required by the Ecuadorian state university where they teach or study. The self-study draws on the first three months of the year-long program, and presents the process of growing into the mentoring role by using the author’s reflective journal, email exchanges with her lead-mentor, posts on the online EVO Mentoring course and feedback from participants. The author concludes that mentoring teacher-researchers is a two-way activity that benefits both the mentor and the mentee, but the value of mentoring should be acknowledged institutionally, and its practice extended.
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Wilder, Gita Z. "THE ROLE OF THE MENTOR TEACHER: A TWO-PHASE STUDY OF TEACHER MENTORING PROGRAMS." ETS Research Report Series 1992, no. 1 (June 1992): i—22. http://dx.doi.org/10.1002/j.2333-8504.1992.tb01452.x.
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Berg, Margaret H., and David A. Rickels. "Mentoring for Mentors: The Music Mentor Plus Program." Journal of Music Teacher Education 27, no. 2 (July 12, 2017): 39–51. http://dx.doi.org/10.1177/1057083717720634.
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The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015–2016 school year, seven music teachers and two university music education faculty members engaged in a series of live workshops and ongoing electronic communication. Participants joined in discussions and role-play activities and completed readings and reflection assignments. In this article, we present an outline of the program as well as reflections on the experience from the faculty leaders and participating teachers.
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Savin, E. Y. "The Role of Mentor-Student Relationship in Formation of Professional Competence in Pedagogy Students." Psychological-Educational Studies 7, no. 1 (2015): 165–77. http://dx.doi.org/10.17759/psyedu.2015070116.
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Using the rating scale of perceived frequency of action, students (N = 87) completed the practice teaching, evaluated the perceived attitude of the teacher-mentor and university methodologist in four categories: emotional support, cognitive support, stimulation of initiatives, monitoring and evaluation. Also, students completed the questionnaire "Self-evaluation of pedagogical thinking", allowing to estimate the characteristics of their pedagogical thinking on two parameters: inclination to improvisation and self-esteem experience. We revealed a difference in the assessment of the perceived attitude of teacher-mentor and university supervisor: the latter is seen as less influential figure in all categories of evaluation (p<0.01). However, there was only one significant relationship between perceived attitude of mentor and features of pedagogical thinking: emotional support of the supervisor is positively correlated with self-esteem proficiency (p = 0,007). Thus, there is a discrepancy between the subjective evaluation of the degree of influence of mentors and indirect estimation of the contribution of interaction with them in the development of competence of the student.
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Shields, Samantha, and Megan Murray. "Beginning teachers’ perceptions of mentors and access to communities of practice." International Journal of Mentoring and Coaching in Education 6, no. 4 (December 4, 2017): 317–31. http://dx.doi.org/10.1108/ijmce-01-2017-0004.
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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.
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Angelo, AH, Geoff McLay, and Bevan Marten. "Bill Atkin: Colleague, Mentor, Teacher, Friend." Victoria University of Wellington Law Review 46, no. 3 (October 1, 2015): 575. http://dx.doi.org/10.26686/vuwlr.v46i3.4915.
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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.
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Gobato, Paula Grizzo, and Aline Maria De Medeiros Rodrigues Reali. "A base de conhecimentos e a identidade de mentores participantes do Programa de Formação Online de Mentores da UFSCar-Brasil." Revista Portuguesa de Educação 30, no. 2 (December 7, 2017): 133. http://dx.doi.org/10.21814/rpe.10844.
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O objetivo deste artigo é analisar a base de conhecimentos de professores experientes e participantes do Programa de Formação Online de Mentores da UFSCar-Brasil, bem como responder à seguinte questão: quais dos conhecimentos específicos, pedagógicos e sobre a função de mentor, que o auxiliarão a desempenhar a nova função, podem ser apreendidos nos professores experientes, participantes do Programa de Formação Online de Mentores? O Programa é responsável pela formação de mentores, sua proposta curricular é flexível e foca o desenvolvimento profissional de professores experientes. A investigação qualitativa baseou-se na análise descritivo-interpretativa das narrativas presentes em quatro atividades, realizadas durante o processo formativo, de quatro participantes. Foram analisados conhecimentos pedagógicos gerais, conhecimentos de conteúdo específico, conhecimentos pedagógicos do conteúdo, conhecimentos sobre formação e atuação docente e, por fim, conhecimentos sobre a função de gestor, de mentor e da escola. Como resultado, percebe-se que a base de conhecimentos atribuída ao mentor se assemelha à dos profissionais gestores e formadores de professores, ainda que a prática da mentoria e em sala de aula seja importante para que a base seja continuamente remodelada e aperfeiçoada para melhorar o desempenho do mentor e, possivelmente, dos professores iniciantes por ele acompanhados. Palavras-chave: Programa de Formação Online de Mentores; Identidade docente; Base de conhecimentos para o ensino ABSTRACTThis article aims to analyze the knowledge base of experienced teachers and participants of an Online Mentor Education Program from UFSCar Brazil and to answer the question: what specific, pedagogical and mentoring skills, that will assist the mentor to fulfill a new role, are evidenced by the experienced teachers participating of Online Mentor Education Program? This mentor training program has a flexible curriculum and focuses on the professional development of experienced teachers. The qualitative research was based on the descriptive and interpretative analysis of four narratives from four selected participants from a wider group and written during the training. It analyzed pedagogical knowledge, specific content knowledge, pedagogical knowledge content, knowledge about training and teaching practice and knowledge of the manager role, mentor and school. As results, the data analysis shows that the mentor knowledge base resembles the professional managers’ and teacher educators’. However, teaching and mentoring practice is important so that this knowledge base is continuously remodeled and improved, thus improving the mentors’ performance and, possibly, of beginning teachers accompanied by them.Keywords: Online Mentor Education Program; Teacher identity; Knowledge base for teaching
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Molitor, Suzanne, Lana Parker, and Diane Vetter. "Mentoring for all: building knowledge and community." Journal of Professional Capital and Community 3, no. 4 (October 15, 2018): 242–55. http://dx.doi.org/10.1108/jpcc-12-2017-0035.
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Purpose After many years working with mentors for beginning teachers, both through a formal, Ministry-sponsored program, known in Ontario as the New Teacher Induction Program (NTIP) and through a university-based Faculty of Education practicum, the authors cultivated an understanding of the value of both mentoring and the communities that foster it. The authors observed that pre-service mentors are not offered the same level of support as their induction mentor counterparts. The purpose of this paper is to explore the aforementioned gap by bringing together a small group of pre-service mentor teachers with several highly trained induction mentors from the NTIP program in two full days of professional development: one day of learning and community building among mentors, and the second day of collaboration by pre-service mentors alongside their teacher candidates (TCs). The authors learned that pre-service mentors need and desire professional learning and community mentoring support to develop foundational understandings about the role of mentors and the skills and strategies that support an effective mentoring practice. As a result, the authors advocate for sustainable professional development that leverages existing programs and the clarification of the pre-service mentoring role through continued study and collaboration over time. Design/methodology/approach This qualitative study was designed to explore, understand, and interpret pre-service mentor teachers’ experience of professional learning about mentoring and the role of the mentor, including their responses to participating in a like community of learners. This study brought together educators serving as pre-service and induction mentors to engage them in formal professional learning about mentoring, within an environment that created the conditions for collaboration and community in the context of learning about mentoring. Findings This study surfaces the insights related to the types of knowledge and skills that mentors developed in this study in addition to pointing toward the knowledge and skills they perceive to be necessary to their effective participation in their roles as mentors. The study also identifies both the value that pre-service mentors perceived as a result of being invited into a learning space and the dynamics of professional learning and dialogue in collaboration with their induction mentor counterparts and their pre-service mentees. Research limitations/implications This research study explores a research gap in the area of mentoring as it relates to pre-service mentors or cooperating teachers. Its unique feature involves bringing together two previously segmented groups of mentors: pre-service mentors supporting developing TCs and induction mentors supporting novice teachers. It describes the value and impact of mentoring as understood by pre-service mentors, in particular identifying the reciprocal benefits they experienced. The authors also investigate and shed light on the value and impact of pre-service mentor participation in a community that is intentionally created to support their professional learning about their role. It provides recommendations for practice and indicates areas of potential research. Practical implications This study surfaces the potential benefits of professional learning and community for pre-service mentors who play an integral role in supporting TCs in the completion of their education degrees. It makes practical recommendations which point to uniting pre-service and in-service mentors as participants in learning communities that build leadership capacity and advance mentoring knowledge and skills to impact the mentoring relationship. This study advocates for a restructuring existing practice in the area of pre-service mentoring to encourage professional learning and interaction that connects the work of pre-service and in-service mentors, bridging two currently separate mentoring communities. Originality/value This study offers a re-visioning of mentoring as a community endeavor. It advances the notion that, supported by a targeted program of professional development and participation in communities of inquiry, knowledge creation and mobilization, mentors can build their mentoring and leadership capacity and extend their professional impact.
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Kang, Hyun Jung, and Dan Battey. "Contextualizing the Identity Development of Preservice Elementary Mathematics Teachers in Methods Courses and Mentor Teacher Support." Journal of Education and Development 1, no. 1 (November 16, 2017): 24. http://dx.doi.org/10.20849/jed.v1i1.248.
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Drawing on a situative perspective, this study explores how preservice elementary teachers develop themselves as teachers of mathematics and critical experiences in their identity development, in particular, from teacher education coursework through their student teaching experiences. Through two cases, this study reveals that mentor relationships were critical in shaping preservice teachers’ identities as mathematics teachers and in building their initial mathematics teaching practices. Findings suggest that successful mentoring is necessary, and this generally requires sharing common goals, receiving feedback, and having opportunities to practice knowledge, skills, and identities on the part of beginning teachers. This study adds to the field of teacher education research by focusing on prospective teachers’ identity constructions in relation to their communities of practice, and also by emphasizing the role of mentors in preservice teachers’ identity development.
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Rasmussen, Seth C. "Karen J. Brewer (1961–2014): Chemist, Teacher, Mentor, and Role Model." Inorganica Chimica Acta 454 (January 2017): 4–6. http://dx.doi.org/10.1016/j.ica.2016.04.020.
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Shuman, R. Baird, and Alexander J. Toth. "The Role of the High School English Teacher: Mentor and Academic." Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no. 5 (January 1990): 196. http://dx.doi.org/10.1080/00098655.1990.9955762.
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Burton, Diana. "Defining the Role of the University Mentor in Initial Teacher Education." Mentoring & Tutoring: Partnership in Learning 3, no. 2 (September 1995): 50–55. http://dx.doi.org/10.1080/0968465950030210.
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Cothran, Donetta, Nate McCaughtry, Sara Smigell, Alex Garn, Pamela Kulinna, Jeffrey J. Martin, and Roberta Faust. "Teachers’ Preferences on the Qualities and Roles of a Mentor Teacher." Journal of Teaching in Physical Education 27, no. 2 (April 2008): 241–51. http://dx.doi.org/10.1123/jtpe.27.2.241.
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Bogard, Treavor, Mary-Kate Sableski, Jackie Arnold, and Connie Bowman. "Minding the Gap: Mentor and Pre-service Teachers’ Ability Perceptions of Content Area Literacy Instruction." Journal of the Scholarship of Teaching and Learning 17, no. 4 (November 2, 2017): 44–66. http://dx.doi.org/10.14434/josotl.v17i4.21885.
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This mixed method study compared how student teachers rated their ability in implementing components of content area literacy compared to their clinical educators’ perceptions of the student teachers’ actual performance. The researchers collaborated with K-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly affected ratings of the four content literacy component skills measured, but the effect of Role did not significantly differ based on Program. Participants’ written explanations of their ability ratings revealed how their mental models of content literacy accounted for differences in ability perception by Role. Implications are provided for enhancing pre-service teachers’ perceptual and qualitative awareness of the practices that underlie highly effective content-area literacy instruction.
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Sudzina, Mary, Carmen Giebelhaus, and Maria Coolican. "Mentor or Tormentor: The Role of the Cooperating Teacher in Student Teacher Success or Failure." Action in Teacher Education 18, no. 4 (January 1997): 23–35. http://dx.doi.org/10.1080/01626620.1997.10463361.
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Cipollone, Kristin, Eva Zygmunt, and Susan Tancock. "“A paradigm of possibility”: Community mentors and teacher preparation." Policy Futures in Education 16, no. 6 (February 8, 2018): 709–28. http://dx.doi.org/10.1177/1478210317751270.
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In this paper, we investigate mentor perspectives of their roles as de facto “teacher educators.” Drawing upon three years of qualitative data, we argue that community voices and knowledge should be reflected in decisions regarding what and how children are taught. We assert that, by broadening the definition of “teacher educator” beyond university faculty to include community members, we create spaces through which the development of culturally responsive teaching can more authentically emerge. The larger study from which this paper is derived examines the innovative practices of a teacher preparation program at a Midwestern university in the United States of America, wherein majority White, female, middle-class candidates are paired with mentor families in a low-income African-American neighborhood. This program of cultural immersion builds relational ties between community members, and mentors facilitate candidates’ movement beyond deficit perspectives of communities of color and simplistic notions of celebration to see cultural affirmation and contextual knowledge of children’s lived experiences as critical to student success. In the present study, we challenge neoliberal “commonsense” in the preparation of teachers by privileging community voices and highlighting how mentors perceive their respective roles as teacher educators.
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Kalsoom, Tahira, Victoria Showunmi, and Iram Ibrar. "A Systematic Literature Review on the Role of Mentoring and Feedback in Improvement of Teaching Practicum." sjesr 2, no. 2 (December 19, 2019): 20–32. http://dx.doi.org/10.36902/sjesr-vol2-iss2-2019(20-32).
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Abstract
This study explores that feedback becomes effective when it is purposeful. Feedback should provide in such a way that the prospective teachers must reach the specific purpose and learning goal behind the practicum experience i.e. the change in teaching behavior and to become a more professional teacher. If provision of feedback does not fulfill the purpose behind the process then it is just the wastage of time. Systematic literature review was used as a research methodology and detailed literature was cited to see all aspects of feedback and mentoring to improve practicum. Feedback becomes effective only when it provides information to the prospective teachers either they are performing their tasks to achieve their learning goals properly or they may need some correction. It is evident from the literature that there is a significant difference in the role of mentor and supervisor. Mentors play the role of advisor, friend, guide and counselor while supervisors play the role a teacher, assessor and boss.
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Sutirna, Sutirna. "LAYANAN BIMBINGAN DAN KONSELING: BAGI GURU MATA PELAJARAN." JURNAL BIMBINGAN DAN KONSELING AR-RAHMAN 5, no. 1 (April 13, 2019): 6. http://dx.doi.org/10.31602/jbkr.v5i1.1762.
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Tujuan artikel ini memberikan gambaran pentingnya Guru Mata pelajaran melaksanakan layanan bimbingan dan konseling pada proses pembelajaran, karena guru memiliki tiga peran, yaitu sebagai pendidik, pengajar dan pembimbing, hal ini telah tertuang dalam Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan Dosen. Peran sebagai pendidik senantiasa wajib menjadi contoh teladan dalam gerak langkahnya baik dilingkungan sekolah maupun dimasyarakat, peran sebagai pengajar selalu memberikan ilmu pengetahuan dibidangnya secara humanistik, sedangkan peran sebagai pembimbing adalah mengantarkan peserta didik untuk dapat mengatasi permasalahannya sendiri dengan dorongan serta perhatian terhadap pribadinya.Metode dalam penulisan artikel ini menggunakan metode penelitian kajian literatur dengan mengkaji beberapa sumber terkait dengan peran guru mata pelajaran sebagai pembimbing serta landasan hukum pelaksanaan layanan bimbingan dan konseling bagi guru mata pelajaran. Hasil artikel ini diharapkan mengubah persepsiguru mata pelajaranyang keliruterhadap layanan bimbingan dan konseling menjadi persepsi positif. Oleh karena itu, untuk mengubah hal tersebut, perguruan tinggi kependidikan wajib memberikan mata kuliah bimbingan dan konseling dengan konten pelaksanaan bimbingan dan konseling saat pembelajaran dan memberikan rekomendasi kepada dinas pendidikan terkait tentang pentingnya pelaksanaan layanan bimbingan dan konseling bagi guru mata pelajaran melaluikegiatan pelatihan, seminar, workshop atau pembinaan guru-guru di MGMP (Musyawarah Guru Mata Pelajaran).__________________________________________________________This article aims at illustrating the importance of Subject Teachers in carrying out guidance and counseling services during the learning process, because the teacher has three roles namely the role of educator, teacher, and mentor. This has been stated in Law No. 14 of 2005 concerning Teacher and Lecturer. The role as educator is seen from the attitudes both in the school environment and community, the role as teacher is giving knowledge humanistically, and the role as mentor is guiding students to overcome their own problems with encouragement. The method used in this article is literature review research method by examining several sources related to the role of subject teachers as mentors and the legal foundation for the implementation of guidance and counseling services for subject teachers. The results of this article are expected to change negative perceptions of subject teachers toward guidance and counseling services into positive perceptions. Therefore,education colleges are obliged to provide guidance and counseling courses with the content of its implementationand provide recommendations to the education office regarding the importance of the implementation of guidance and counseling services for subject teachers through training activities, seminars, workshops or supervising teachers in MGMP (Subject Teacher Forum).
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Grimmett, Helen, Rachel Forgasz, Judy Williams, and Simone White. "Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator." Asia-Pacific Journal of Teacher Education 46, no. 4 (February 12, 2018): 340–53. http://dx.doi.org/10.1080/1359866x.2018.1437391.
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Langdon, Frances, and Lorrae Ward. "Educative mentoring: a way forward." International Journal of Mentoring and Coaching in Education 4, no. 4 (December 7, 2015): 240–54. http://dx.doi.org/10.1108/ijmce-03-2015-0006.
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Purpose – In recent years mentoring has been promoted as an essential, yet complex, new teacher induction dynamic. Mentors generally develop their knowledge of this role in isolation and in situ, and despite extensive research in the field few studies investigate how mentors learn. Therefore it is important to continue to examine the complex aspects of learning to mentor. The purpose of this paper is to focus on understanding the knowledge, attitudes and skills required by mentors to simultaneously focus on their own learning, new teachers’ learning and student learning. Design/methodology/approach – In this New Zealand study the authors examined a pilot programme aimed at shifting mentoring practices to an educative model. Through a two-year professional development intervention, 22 participant mentors inquired into, analysed and documented their practice. Data were gathered through learning conversations, action research documentation and reflections. They were analysed using qualitative methodology. Findings – Evident was a shift in mentoring practice from a focus on the transmission of knowledge-for-practice to inquiry into knowledge-of-practice. Change was observed after sustained and serious engagement with evidence about mentoring practices. However the shifts did not come easy, nor were they assured. Research limitations/implications – This study is not without limitations. Transferability is potentially problematic. The pilot study was well resourced, therefore expecting the implementation and outcomes to transfer to other contexts without similar resourcing maybe unrealistic. Practical implications – The findings contributed to the development of a mentoring curriculum and national guidelines for mentoring new teachers. Originality/value – While the findings emerged from a situated context, the theoretical and practice issues reported are matters for international attention, particularly the matter of transitioning from a well-practiced, efficient teacher mentor to an adaptive educative mentor.
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Thies-Sprinthall, Lois, and Norman A. Sprinthall. "Experienced Teachers: Agents for Revitalization and Renewal as Mentors and Teacher Educators." Journal of Education 169, no. 1 (January 1987): 65–79. http://dx.doi.org/10.1177/002205748716900106.
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After reviewing much recent research and theory, the article outlines the current status of developmental stage concepts as a basis for the teacher as an adult learner. There is substantial evidence to support the view that adults who process experience at higher and more complex levels of development perform more adequately in complex human helping roles. Using a developmental model, a system is then outlined for training both mentor teachers and educators of mentor teachers. Such new roles have substantial potential for revitalizing experienced teachers, promoting their developmental growth, and improving the quality of supervision for beginning teachers.