Improving Student Learning During 'Remote' School-based Teaching Experience Using Flexible Delivery of Teacher Mentor and Student Preparation Programmes

Ballantyne, Roy; Mylonas, Aliisa

doi:10.1080/13598660120091865

Cited by 10 publications

(9 citation statements)

References 7 publications

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“…Nevertheless, the results of this study are similar to those found by Ballantyne and Mylonas (2001), Caner (2009), Kocoglu, Akyel, and Ercetin (2008), and Lin (2008. Having the opportunity to interact with cooperating teachers and supervisors and get feedback for what the preservice teachers do facilitates their professional development, and the e-portfolio application provides a valuable medium that leads to collaboration, self-development both as a teacher and a social partner, construction or reconstruction of knowledge, and development of autonomy.…”

Section: Resultssupporting

confidence: 79%

Determining the feasibility of an e-portfolio application in a distance education teaching practice course

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et al. 2012

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<p>In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups’ perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve e-portfolio applications so they will better meet preservice teachers’ needs.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

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Section: Resultssupporting

confidence: 79%

Determining the feasibility of an e-portfolio application in a distance education teaching practice course

Keçik

Aydın

Sakar

et al. 2012

IRRODL

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Section: Resultssupporting

confidence: 91%

“…Likewise, an Australian study (Ballantyne & Mylonas, 2001) pinpointed the three-way partnership between the associate teacher, lecturer, and student, showing how the use of online material and discussion set within a mentor model might help bridge the gap between the institution and remote field experience sites by involving mentor teachers, lecturers, and students in online discussion. In another study, Jung, Galyon-Keramidas, Collins, and Ludlow (2006) investigated the effectiveness of online or interactive video delivery on preservice teachers' professional development.…”

Section: Introductionmentioning

confidence: 99%

IRRODL Volume 13, Number 2

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2012

IRRODL

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“…The structure of one-to-one mentoring for professional development in ICT (Source: Kabakci, Odabasi, & Kilicer, 2010) Literature states that TMP presents participants and stakeholders with such benefits as diffusion of innovations and adoption and diffusion of instructional technologies (Corso & Devine, 2013;Jones, 2002;Sahin, 2006;Tracy, Jagsi, Starr & Tarbell, 2004). Also, a successful TMP ensures benefits such as providing visions for technology use, increasing technological competencies, breaking down hierarchical structure, establishing open dialogue and collaborative relationships, providing mutual benefit for mentors and mentees and establishing learning communities (Ballantyne & Mylonas, 2001;Chuang & Schmidt, 2006;Corso & Devine, 2013;Pamuk, 2008;Smith & O'Bannon, 1999). However, some problems have also been observed during the TMP process.…”

mentioning

confidence: 99%

Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework

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2015

QRE

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<p><span style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP), and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors) provided technology mentoring implementation for one academic term to 9 teacher educators (mentees) employed in the Education Faculty. The data were collected via the mentee and the mentor interview form, mentor reflections and organization meeting reflections. As a result, the problems based on the mentor, on the mentee and on the organization/institution were determined. In order to carry out TMP more effectively and successfully, a 6M-framework (Modifying, Meeting, Matching, Managing, Mentoring - Monitoring) was suggested within the scope of this study. It could be stated that fewer problems will be encountered and that the process will be carried out more effectively and successfully when the structure in this framework is taken into consideration.</span></p>

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Improving Student Learning During 'Remote' School-based Teaching Experience Using Flexible Delivery of Teacher Mentor and Student Preparation Programmes

Cited by 10 publications

References 7 publications

Determining the feasibility of an e-portfolio application in a distance education teaching practice course

Determining the feasibility of an e-portfolio application in a distance education teaching practice course

IRRODL Volume 13, Number 2

Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework

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