Elements of a quality pre-service teacher mentor: A literature review

Ellis, Neville John; Alonzo, Dennis; Nguyen, Hoa Thi Mai

doi:10.1016/j.tate.2020.103072

Cited by 132 publications

(115 citation statements)

References 82 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…High degree of skill and experience of the mentor teacher are essential prerequisites (Ong'ondo & Jwan, 2009). In order to ensure the successful outcome of the placement and the student to acquire as much knowledge and experience as possible, it is essential pre-service and in-service teachers to have a good relationship (Ellis et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Can Trainee Early Years Teachers Implement Short Art-Based Intervention in Practice?

Karavida¹,

Charissi²,

Tympa³

2020

JSS

View full text Add to dashboard Cite

Students' pre-service teachers' placements in preschool settings are an integral part of the educational process within the educational institutions. During their placement students receive art education and are invited to implement art-related programs. The aim of the study was to perceive the anxieties students face when engaging in practice of an art-based program and to record the in-service teachers' experiences from the collaboration with the students. The study was based on a mixed methodology that included a pre-intervention questionnaire on students' attitudes, event recording during implementation, post-implementation questionnaire and in-service teachers' interviews after the end of the program. Ethical procedures ensured that participants have given informed consent and their identities have been protected with the right to withdraw. The pre-intervention findings showed that the pre-service teachers felt inadequate for the implementation of the program because of the limited knowledge on the use of art in the educational process. The post-intervention results expose that pre-service teachers had a more enhanced understanding of art-based programs in practice, and felt more confident and capable of having in-service teachers' support and knowledge. The high-quality teaching and learning opportunities, support structures, and trust building are critical factors in strengthening pre-service teachers' skills. Links between studies and the reality of practice are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Can Trainee Early Years Teachers Implement Short Art-Based Intervention in Practice?

Karavida¹,

Charissi²,

Tympa³

2020

JSS

View full text Add to dashboard Cite

show abstract

“…The cognitive apprenticeship methods such as modeling were, therefore, modified to the requirements of practicum and core practices of PST education (McDonald et al, 2013). Based on previous research, we assume cognitive modeling to be one of the key mentoring and coaching strategies by which CTs support PSTs in developing their teaching competencies during field experiences (Clarke et al, 2014;Ellis, Alonzo, & Nguyen, 2020;McDonald et al, 2013). We call the modeling introduced by Collins and colleagues (1991) cognitive modeling in our work because modeling in teacher education consists of two parts: Frist, making cognitive processes explicit (e.g., by discussing or deliberating on why the CT has chosen a certain task in a lesson plan or in the lesson) and second, demonstrating effective teaching-related practices.…”

Section: Learning Opportunities During Pre-lesson Conferencesmentioning

confidence: 99%

“…We call the modeling introduced by Collins and colleagues (1991) cognitive modeling in our work because modeling in teacher education consists of two parts: Frist, making cognitive processes explicit (e.g., by discussing or deliberating on why the CT has chosen a certain task in a lesson plan or in the lesson) and second, demonstrating effective teaching-related practices. Based on the two parts of META-ANALYSIS ON COACHING, MENTORING, SUPERVISION EFFECTS ON INSTRUCTIONAL SKILLS cognitive modeling (i.e., making cognitive processes explicit and demonstrating teachingrelated practices), two forms of cognitive modeling are commonly used in the initial teacher education (Ellis et al, 2020;Smith, 2005). The first form of cognitive modeling refers to lesson planning: CTs or supervisors demonstrate how to effectively plan a lesson while making the cognitive processes underlying the decisions to a lesson plan explicit.…”

Section: Learning Opportunities During Pre-lesson Conferencesmentioning

confidence: 99%

“…The demonstration of teaching practices during lessons can by observed by the PSTs (McDonald et al, 2013), or gained from viewing videotaped lessons after the lesson (Grosser-Clarkson & Neel, 2019;Liu, 2005). The reasoning underlying the decisions to a lesson plan or enacted teaching practices can be deliberated in pre-conferences (Smith, 2005) or while analyzing the videotaped lesson in post-conferences (Ellis et al, 2020;Liu, 2005). Ideally, both forms of cognitive modeling are enacted to assist PSTs during their field experience (McDonald et al, 2013).…”

Section: Learning Opportunities During Pre-lesson Conferencesmentioning

confidence: 99%

“…Ideally, both forms of cognitive modeling are enacted to assist PSTs during their field experience (McDonald et al, 2013). However, many teacher education programs focus more on the second form of cognitive modeling (i.e., the demonstration and explanations of teaching practices; Ellis et al, 2020).…”

Section: Learning Opportunities During Pre-lesson Conferencesmentioning

confidence: 99%

See 2 more Smart Citations

Does Coaching, Mentoring, and Supervision Matter for Pre-Service Teachers’ Planning Skills and Clarity of Instruction? A Meta-Analysis of Experimental and Quasi-Experimental Studies

Mok¹,

Staub²

2020

Preprint

View full text Add to dashboard Cite

During the practicum, pre-service teachers (PSTs) practice basic instructional skills (lesson planning and clarity of instruction) and advanced skills (cognitive activation). As teaching is complex, PSTs need to be supported during the practicum. Different support approaches to coaching, supervision, and mentoring have been developed that focus on improving PSTs’ instructional skills. New approaches have recently been developed, such as technology-based mentoring and peer coaching. The effectiveness of these different approaches and their design elements stimulating learning activities for promoting PSTs’ instructional skills have not yet been systematically explored. We conducted a meta-analysis based on quasi-experimental and experimental control group design studies. The results showed a small overall effect on basic instructional skills. A medium-sized effect was found for the advanced instructional skill of cognitive activation with a subsample of PSTs. The only significant moderator was modeling of teaching practices (large effect). Results are discussed with regard to teaching effectiveness and school-based mentoring research.

show abstract

Empowering mentor teachers for supervision through an online mentor training program

Mutlu‐Gülbak,

Akcan

2024

TESOL Journal

View full text Add to dashboard Cite

The study focused on the improvement of supervisory skills among mentor teachers in K‐12 who work with student teachers in an English language teaching program of an English‐medium state university in Istanbul, Turkey. The researchers explored how the mentor teachers' supervisory skills, namely observation and giving feedback, were improved after participating in an online mentor training program. The training program was designed based on Morrison et al.'s (2013) instructional design model and implemented for seven mentors during the practicum period. The program included mentoring tasks that asked mentor teachers to organize reciprocal observation sessions with the student teachers, followed by mutual feedback discussions. The researchers investigated the influence of the tasks through thematic analysis of the mentor teachers' reflection reports. The data showed that the tasks improved mentor teachers' understanding and practice of the supervision process and increased their awareness of their own teaching practices by promoting personal and professional growth. The results suggest that an online mentor training program may have the potential to empower mentor teachers both for their supervisory roles and ongoing professional development.

show abstract

Elements of a quality pre-service teacher mentor: A literature review

Cited by 132 publications

References 82 publications

Can Trainee Early Years Teachers Implement Short Art-Based Intervention in Practice?

Can Trainee Early Years Teachers Implement Short Art-Based Intervention in Practice?

Does Coaching, Mentoring, and Supervision Matter for Pre-Service Teachers’ Planning Skills and Clarity of Instruction? A Meta-Analysis of Experimental and Quasi-Experimental Studies

Empowering mentor teachers for supervision through an online mentor training program

Contact Info

Product

Resources

About