School-based mentor teachers as boundary-crossers in an initial teacher education partnership

Andreasen, Johan Kristian

doi:10.1016/j.tate.2022.103960

Cited by 15 publications

(4 citation statements)

References 49 publications

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“…The teachers being mentors bring out the best from their mentee students as they understand their underlying strengths and weaknesses, which sometimes even mentees are not aware of Andreasen (2023) and Kamat (2014). Mentoring inspires the mentees to become more curious and enthusiastic (Sammons et al, 2016).…”

Section: Competences Development Ofmentioning

confidence: 99%

“…The most contributing teachers' roles for the competences development of ELs are "mentoring", "commitment to excellence", "responsive assessment", "evaluation of curriculum" and "change agent". As a mentor, an educator identifies strengths and weaknesses in students, which sometimes the students themselves are not aware of Andreasen (2023) and Kamat (2014). Mentoring brings out best out of students that make them more curious and passionate about education (Heikonen et al, 2020;Sammons et al, 2016).…”

Section: Effects Of Teachers' Roles On Competence Developmentmentioning

confidence: 99%

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Faculty competences development components: an integrated model for the development of educational leaders in technical education institutes

Sharma

2024

IJEM

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PurposeThis study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.Design/methodology/approachA systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).FindingsThe study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.Originality/valueThe study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.

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Section: Competences Development Ofmentioning

confidence: 99%

Section: Effects Of Teachers' Roles On Competence Developmentmentioning

confidence: 99%

Faculty competences development components: an integrated model for the development of educational leaders in technical education institutes

Sharma

2024

IJEM

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“…The scope of the parity partnership is to study the academic performance of the pupil or school concerned, as well as the characteristics of childhood (voluntary attention, development of thinking processes, motivation). This study is based on the following sources: [8]- [10]. The fundamental postulates of partnership pedagogy are respect for the individual, goodwill and positive attitude, trust in relationships and relations, dialogue-based interaction, mutual respect, distributed leadership (initiative, right to choose and responsibility for it, horizontal connections), the principle of social partnership (equality of parties, voluntary acceptance of obligations, binding implementation of agreements) [11], [12].…”

Section: Literature Reviewmentioning

confidence: 99%

Development of the preschool teachers’ partnership competence

Melenets,

Goncharenko,

Diatlenko

et al. 2024

EduLearn

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The aim of this research was to study the current level of preschool teachers’ partnership competence in the aspect of interacting in the teaching staff. During the research, questionnaires and statistical methods of analysis were conducted. The results of the study show that 82% of the respondents describe the psychological climate in the team as moderately favourable, 6% note its high level, 9% feel low favourableness, and 3% see it as unfavourable. The conducted research revealed a positive moderate correlation between the partnership competence level and the psychological climate level in the team of preschool teachers. Therefore, a positive psychological climate, characterized by mutual understanding, support and openness, contributes to creating a favorable environment for partnership interaction. When teachers feel comfortable and supported in the team, they are more inclined to work together, share experiences and provide mutual support. The area of further research is to identify the relationship between the professional development of teachers and their partnership competence, as well as to study the impact of distance learning on partnership interaction between teachers and ways of its development in the digital environment.

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“…Students or pre-service teachers often think for themselves about making meaningful connections between the source of knowledge, the literature of different methodologies and Shqipe Avdiu-Kryeziu & Veli Kryeziu Práxis Educativa, Ponta Grossa, v. 19, e22711, p. 1-21, 2024 Disponível em: <https://revistas2.uepg.br/index.php/praxiseducativa> 3 practical learning to achieve the professionalization of their profession. (Andreasen, 2023;Hill, Lomas, & MacGregor, 2003).…”

Section: Introductionmentioning

confidence: 99%

Attitudes of students of the Faculty of Education (Kosovo) about pedagogical practice in their preparation for service

Avdiu-Kryeziu,

Kryeziu

2024

Prax. Educ.

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Purpose of this study is the attitudes of students before the service for pedagogical practice in study program Preschool Education and Primary Education. Since the scope of these programs within the Faculties of Education has the mission of teaching. Research was carried out using the qualitative method, instrument for realization of the research was a semi-structured interview with a total of 15 students of these programs for pedagogical practice. Through reviewed literature and qualitative research, we have obtained results that pedagogical practice is useful and prepares students to be ready for service after graduation, also mentor teachers at school as well as supervising professors make an extraordinary contribution to the professional development of students before the service. To conclude, we have extracted the attitudes of students about importance of practical learning, students from pedagogical practice in educational institutions have benefited from experiences related to cooperation, planning, inclusiveness, plan realization, and should use these potentials for benefits of them regarding preparation for teachers in the future. Research is of particular importance in the field of education, serves students of Faculties of Education, teachers, professors of higher education, and as such is useful for sciences of Education in general.

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School-based mentor teachers as boundary-crossers in an initial teacher education partnership

Cited by 15 publications

References 49 publications

Faculty competences development components: an integrated model for the development of educational leaders in technical education institutes

Faculty competences development components: an integrated model for the development of educational leaders in technical education institutes

Development of the preschool teachers’ partnership competence

Attitudes of students of the Faculty of Education (Kosovo) about pedagogical practice in their preparation for service

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