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IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES

STEWART, STEPHANIE M
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085414751

Abstract Details

2004, EdD, University of Cincinnati, Education : Curriculum and Instruction.
Although there are numerous types of teacher mentoring programs in existence, there is little empirical research that tells us how teachers should mentor and what mentoring would look like if performed effectively Scherer, 1999; Ganser, 1992). This mixed-methods study surveyed beliefs about types of mentoring support held by educators in higher education and in secondary schools. In order to assist with quantifying quality mentoring, five categories of mentoring support, gleaned from a review of the literature about mentoring, were used, Classroom, Personal, Reflective, Professional and Evaluative. Three rounds of surveys investigated the types of support and the elements within each type that educators believed to be most important in teacher mentoring for preservice teachers, 1st year teachers, and 3rd year teachers. Research questions were: (1) Is it possible to arrive at a definition of quality mentoring as framed within five areas of support? (2) Is there a difference between beliefs about mentoring support needed by candidates, by 1st year teachers, and by 3rd year teachers? (3) Is there a difference between the beliefs about mentoring held by those in higher education involved in teacher education as opposed to beliefs held by secondary educators? Major findings from this study were: (1) There was little consensus in the beliefs of educators in higher education and secondary school about the types of support needed by candidates, 1st year or 3rd year teachers (2) There was little consensus about which types of support were most important, although Classroom Support and Personal Support were often ranked high while Evaluative Support was consistently ranked lowest (3) Three elements within each type of support were identified. Findings yielded a clearer picture of beliefs about mentoring support held by representatives from higher education and secondary schools, moving us somewhat closer to a definition of quality mentoring. Further research is called for in the areas of mentor disposition, mentor selection, mentors as reflective teachers, mentor training, as well as the disparity between the perceptions of those in higher education about mentoring and teacher preparation and those in secondary schools who are actually involved in mentoring beginning teachers.
Dr. Janet Bohren (Advisor)
136 p.
Education, Teacher Training
teacher mentoring; mentoring support; novice teachers; teacher preparation

Recommended Citations

Citations

  • STEWART, S. M. (2004). IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085414751

    APA Style (7th edition)

  • STEWART, STEPHANIE. IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES. 2004. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085414751.

    MLA Style (8th edition)

  • STEWART, STEPHANIE. "IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES." Doctoral dissertation, University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085414751

    Chicago Manual of Style (17th edition)

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This open access ETD is published by University of Cincinnati and OhioLINK.