Triad Relationships and Member Satisfaction with Paired Placement of Student Teachers

Mentoring Inservice Teachers to Support their Inclusive Science Teaching Practices for Students with Visual Impairment

“…These findings imply that the establishment of equal relationships opened the way for mutual respect, trust, and an equal balance of power. This also corroborates with the literature, which emphasizes the significance of the equal relationship (Driscoll, Parkes, Tilley-Lubbs, Brill, & Bannister, 2009;Wilkinson et al, 2014), since mentoring is a bidirectional undertaking in its current form.…”

“…There are certain factors that make for an effective mentoring process, apart from the qualities of both the mentor and mentee/s, including determining the criteria of how mentors and mentees are selected (Conolly & Blunt, 2006;Meyer & Fourie, 2004), describing the goals and desired outcomes expected to be realized during the mentoring process (Conolly & Blunt, 2006), clearly sharing the content and activities related to the mentoring process with the mentees (Meyer & Fourie, 2004), and organizing the setting where process take place. Similarly, the literature revealed that shared decision-making processes (Gabriel & Kaufield, 2008;Kopcha, 2010;Roth & Tobin, 2002), forming equal relationships (Wilkinson et al, 2014), defining mutual expectations and goals (Baran, 2016;Barker, 2006), practicing together as a form of sharing responsibility (Baran, 2016), feedback-oriented communication (Baran, 2016), and being adaptive to mentees" needs (Rajuan, Beijaard, & Verloop, 2010;van Ginkel, Oolbekkink, Meijer, & Verloop, 2016) are all critical elements to the success of mentoring programs. These criteria ensure that both mentee and mentor grow together personally (Baran, 2016;Huizing, 2012;Simpson et al, 2007), professionally (Hudson, 2004(Hudson, , 2013Lopez-Real & Kwan, 2005;Lumpkin, 2011;Mena et al, 2017;Zachary, 2009), and pedagogically (Baran, 2016;Hudson, 2004).…”

Team teaching during field experiences in teacher education: Exploring the assistant teaching model

“…Research on teacher education shows that a number of competences, which should be addressed in teacher education (for instance teachers as members of the educational community), are still poorly explored (Oberhofer, Simons & Smits, 2014;Struyven and De Meyst, 2010). Team teaching of student teachers has the potential to reach this competence (Wilkinson, Pennington, Whiting, Newberry, & Feinauer, 2014). The present study showed that assistant teaching of a student teacher and a mentor could constitute an interesting approach to practice specific competences in a safe, feasible and delineated way.…”