The Effects of Mentor Instruction on Teaching Visual Supports to Novice, Special Education Teachers

Abstract

The use of mentor teachers to sustain the longevity of a novice special education teacher is not a new tactic nor is the use of a mentor teacher's guidance in professional development for novice teachers. This study examines a new method of mentor teachers conducting professional development sessions for novice special educators through the use of short video clips, which can be viewed at the novice teachers' convenience; thus making the professional development more user-friendly and less time consuming for the busy, novice special educator. Three secondary teachers were instructed through video modelling led by a mentor teacher. The researcher used a single-subject, range changing criterion design to show the relationship between the use of mentor video instruction and the implementation of visual supports in participants' classrooms. The results of this pilot study revealed teachers improved their use of visual supports in their classrooms.

A Comparison of Achievement in Large University Classes Using Mentored Groups versus Lectures

“…There have been studies of teachers as mentors, for example in online environments. In this regard, Mrstik, Vasquez, and Pearl (2018) reported on a study involving special-education teachers mentoring novice teachers by providing professional development through use of short video clips. Results showed that mentored teachers were able to increase and improve their use of visual supports as a result of having been mentored.…”

Pengaruh Pembelajaran TANDUR Berbantuan Mathlet GeoGebra terhadap Pemahaman Konsep Matematika ditinjau dari Kemampuan Visual

“…Maka dari itu, siswa yang memiliki tingkat kemampuan visual tinggi lebih mudah memahami konsep teorema Pythagoras dengan pembelajaran TANDUR berbantuan mathlet Geogebra. Hal ini sesuai dengan penelitian (Mrstik & Pearl, 2018) yang menyatakan bahwa dengan tingkat kemampuan visual lebih tinggi, siswa akan lebih mudah untuk memahami konsep yang bersifat abstrak dalam maematika.…”

“…Dengan kemampuan visual ini siswa mampu menyederhanakan masalah, melihat keterkaitan masalah, serta mampu mengubah masalah ke dalam bentuk matematis. Jadi, siswa yang memiliki tingkat kemampuan visual lebih tinggi akan lebih mudah untuk memahami konsep matematika yang bersifat abstrak (Mrstik & Pearl, 2018).…”