The role of feedback in teacher mentoring: how coaches, peers, and students affect teacher change

Keiler, Leslie S.; Diotti, Raffaella; Hudon, Kara; Ransom, Julia C.

doi:10.1080/13611267.2020.1749345

Cited by 18 publications

(22 citation statements)

References 40 publications

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“…In short, having a relationship with and feedback from peers and being able to establish critical dialogues with the online tutor were aspects perceived positively by participants, which is in line with the literature on mentor training in an e-learning context (Gumus, 2019;Keiler et al, 2020).…”

Section: Teachers' Perceptions About Mentor Trainingsupporting

confidence: 83%

Teachers' perceptions about the delivery and methodology of a blended learning mentor training course: a case from Chile

Cabezas

Pereira

Figueroa

et al. 2023

IJMCE

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PurposeThe purpose of this study is to describe the perceptions of participants regarding a blended learning training course in Chile (and its e-learning adaptation due to the COVID-19 pandemic) for mentor teachers (MTs). The MT learns theoretical elements of mentoring and in parallel accompanies a newly qualified teacher while receiving support from an online tutor. Opinions are presented from MTs and accompanied teachers (ATs) about the contribution, format and methodology of the course.Design/methodology/approachA program evaluation with mixed methodology was used. Online questionnaires were sent to MTs and ATs at the end of the course. Returned questionnaires totaled 98 MTs and 20 ATs for the blended learning version and 75 MTs and 54 ATs for the e-learning format. In addition, 11 post-course interviews were conducted in three schools with MTs, ATs and their school leaders.FindingsThe course contributed to the development of mentoring skills. Participants highlighted the importance of the face-to-face component of both versions. The theoretical–practical methodology used was positively evaluated. Support and feedback provided to MTs by the online tutor was important for developing skills.Research limitations/implicationsResults are part of a case (n = 247), so general statements cannot be made about the population.Practical implicationsWhile this program evaluation focuses on a specific context, the results can contribute to the design of effective MT online training courses in other contexts and countries, given the limited body of research on this type of experience.Originality/valueThe course provided is described in detail, which may be useful when designing similar mentor education courses in other contexts.

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Section: Teachers' Perceptions About Mentor Trainingsupporting

confidence: 83%

Teachers' perceptions about the delivery and methodology of a blended learning mentor training course: a case from Chile

Cabezas

Pereira

Figueroa

et al. 2023

IJMCE

View full text Add to dashboard Cite

show abstract

“…• Mentores formales (Ambrosetti, 2014;López-Real & Kwan, 2005;Walters et al, 2020;Wang, 2018;Wexler, 2019). • Coaches instruccionales (Keiler et al, 2020).…”

Section: Potenciales Mentoresmentioning

confidence: 99%

“…Esta estrategia permite ofrecer apoyo socioemocional y pedagógico para mejorar la actitud, la motivación y la práctica pedagógica de los docentes. Las intervenciones del acompañante deben ser formativas, constructivas, respetuosas, propositivas y proactivas; además, el acompañante debe proyectarse como un interlocutor confiable para que su apoyo sea bien recibido (Keiler et al, 2020).…”

Section: Retroalimentación Constructivaunclassified

El acompañamiento pedagógico en República Dominicana

Taveras-Sánchez¹

2023

recie

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El acompañamiento pedagógico es una modalidad de formación docente en la práctica. Este artículo busca exponer algunas reflexiones y propuestas basadas en la evidencia científica sobre el acompañamiento como modalidad de formación continua del profesorado en República Dominicana. Con tal fin, se realizó una revisión de la literatura especializada sobre el proceso (mentoring) en fuentes internacionales de información electrónica. Los resultados se estructuraron como sigue: primero, se expone el estado de la cuestión del acompañamiento en República Dominicana. A seguidas, se hacen propuestas para desarrollar el acompañamiento pedagógico centrado en la escuela, de forma integral. Por último, se identifican algunas perspectivas pedagógicas e investigativas para fortalecer el acompañamiento. Se concluye que, en República Dominicana, el acompañamiento aún no está consolidado; no ha producido los cambios deseados en las prácticas pedagógicas y el rendimiento estudiantil. Por consiguiente, es necesario continuar desarrollando la formación conceptual y pedagógica de los mentores para que promuevan la educación de calidad.

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“…For any assessment process, it is imperative to set the assessment goals before any administration of such. Yet, the dynamic needs of students call for adaptive and responsive changes in teaching practices with heightened accountability despite challenging environments (Keiler et al, 2020). These expectations are translated to standard assessment tools to assure all teachers are on the same page with any change that may take place.…”

Section: Hamline Plan Vis-à-vis Leadership Context In a Cyclical Mannermentioning

confidence: 99%

Untitled

2022

IMRJ

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Instructional leaders' mental model of leadership and its implementation are of importance in augmenting the quality of the teaching and learning process. Assessing and monitoring teacher development are embedded in their practices. Yet less is proposed on resolving the usually passive role of teachers in their performance assessment using common standards that can limit the consultative skills of both parties. Hence, this study aimed to contextualize the Hamline Plan originally used in teaching the Liberal Arts with integrated Habermasian Public Spheres to exemplify discursive action between teachers and instructional leaders in the assessment process using autoethnographic research design. The study merged the concepts of the Hamline Plan and Public Spheres by Habermas in the context of instructional leadershipcapitalizing on the personal observation and experiences of the author as a teacher and as an instructional leader aiming to ameliorate the involvement of teachers in the teaching performance assessment. Thus, this is recommended to be rolled out and undergo cycles of implementation to possibly promote transformational instructional leadership in the country.

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The role of feedback in teacher mentoring: how coaches, peers, and students affect teacher change

Cited by 18 publications

References 40 publications

Teachers' perceptions about the delivery and methodology of a blended learning mentor training course: a case from Chile

Teachers' perceptions about the delivery and methodology of a blended learning mentor training course: a case from Chile

El acompañamiento pedagógico en República Dominicana

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