Evaluating the effectiveness of a professional development course in supervision and mentoring

Yarrow, Allan; Millwater, Jan

doi:10.1080/13674589700200027

Cited by 3 publications

(1 citation statement)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Yarrow and Millwater [11], argue that effective mentoring is a strong source of professional learning. Mentoring practice reduces the feelings of loneliness of novice teachers, supports their self-confidence development, supports the development of new skills, strengthens their risk taking behaviors and improves areas such as problem solving, self-assessment and professional development [12,13].…”

Section: Introductionmentioning

confidence: 99%

Assessment of Induction to Teaching Program: Opinions of Novice Teachers, Mentors, School Administrators

Aktaş¹

2018

ujer

View full text Add to dashboard Cite

This research aimed at evaluating Induction to teaching Program according to the opinions of novice teachers, mentors and administrators is a qualitative research carried out in the pattern of phenomenology. The data of the study were collected through semi-structured interviews with 40 novice teachers, 43 mentors and 5 school administrators. Content analysis was done in the analysis of the data. As a result of the research, it was concluded that an information meeting was held at the beginning of the training program but it was inadequate, that the mentors were not volunteers, that they were more planned and programmed compared to the teaching practice received during the undergraduate education, that it was taken more serious, that performing the induction to teaching program at the place appointed had advantages, and that there are several issues caused by the novice teacher, mentor and the process. For the continuity of the application, proposals such as reducing the number of forms filled in the process, ensuring volunteerism in mentors, supervision of the interaction between the novice teacher and mentor, performing the processes at the place to which they are appointed were developed.

show abstract

Section: Introductionmentioning

confidence: 99%

Assessment of Induction to Teaching Program: Opinions of Novice Teachers, Mentors, School Administrators

Aktaş¹

2018

ujer

View full text Add to dashboard Cite

show abstract

The Effects of Group Mentoring on Teachers’ Classroom Activities: An Instrumental Case Study

Arslan¹,

Karataş

Ünal

et al. 2022

Participatory Educational Research

View full text Add to dashboard Cite

As the technologies in the field of education are becoming more and more sophisticated, continuous professional development for teachers is gaining increasing importance. Therefore, teachers need to improve themselves to grow more competent professionally, to adapt to innovations in their field and to be aware of their competencies throughout their professional careers. A support for professional development can be given to teachers through in-service training programs or mentoring practices. This study aims to improve chemistry teachers' adaptation to the renewed curriculum with a group mentoring program and to determine the effects of this program on professional development of teachers by individually and as a group. The study group consists of four (three males, one female) chemistry teachers working in the central districts of the province of Trabzon in Turkey. A Course Evaluation Form developed by the researchers was used to examine the effect of the teachers’ mentoring support experiences on their classroom practices. Each teacher was observed before, during and after the mentoring. Every one of the classroom teaching practices was video-recorded. The video recordings were analyzed according to the themes and codes in the course evaluation form. The findings show that there is a change in teachers' in-class practices before, during and after the mentoring, and while this change shows continuous improvement in some cases, it is variable or stationary in some others.

show abstract

Basketbol Hakemleri̇ni̇n Cam Tavan Algisi Ve Kadin Hakemleri̇n Üst Klasmanlara Yükselmesi̇ndeki̇ Engeller

Şahin¹,

Dal

Donuk

2020

Ankara Üniversitesi Beden Eğitimi Ve Spor Yüksekokulu SPORMETRE Beden Eğitimi Ve Spor Bilimleri Dergisi

View full text Add to dashboard Cite

Bu çalışmada, toplumsal cinsiyet hakkında önemli bilgi veren cam tavan ele alınmıştır. Çalışmada, hakemlerin cam tavan algısı ve kadın hakemlerin üst klasmanlara yükselmelerindeki engeller araştırılmıştır. Çalışmada veri toplama aracı olarak demografik bilgilerin yanında, Karaca (2007) tarafından geliştirilen ve yedi alt boyuttan oluşan "Kadın Yöneticilerde Kariyer Engelleri Anketi" kullanılmıştır. Araştırmanın örneklemini (n=262) basketbol hakemleri oluşturmaktadır. Verilerin değerlendirilmesinde tanımlayıcı istatistiklerin yanında T-Testi ve Kruskal Vallis analizleri yapılmıştır. Anlamlılık düzeyi p<0,05 olarak kabul edilmiştir. Çalışmada elde edilen sonuçlarda kadın basketbol hakemlerinin üst klasmanlara çıktıkça sayılarında azalma gözlemlenmiştir. Çalışmada hakemler kadın hakemlerin kariyer engellerinde en etken sebep olarak kadın hakemlerin kendi kişisel tercih ve algılarının olduğunu düşünmekteler. Daha sonra en fazla düşündükleri kariyer engeli mentörlük eksikliği olarak gözlemlenmiştir. Sırası ile informel iletişimin dışında kaldıkları, örgüt kültür ve politikalarından kaynaklı engeller, kadının çoklu rol üstlenmesinden kaynaklı engeller, kalıplaşmış ön yargılar ve mesleki ayrım şeklinde olduğu sonucuna ulaşılmıştır.

show abstract

Evaluating the effectiveness of a professional development course in supervision and mentoring

Cited by 3 publications

References 8 publications

Assessment of Induction to Teaching Program: Opinions of Novice Teachers, Mentors, School Administrators

Assessment of Induction to Teaching Program: Opinions of Novice Teachers, Mentors, School Administrators

The Effects of Group Mentoring on Teachers’ Classroom Activities: An Instrumental Case Study

Basketbol Hakemleri̇ni̇n Cam Tavan Algisi Ve Kadin Hakemleri̇n Üst Klasmanlara Yükselmesi̇ndeki̇ Engeller

Contact Info

Product

Resources

About