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Showing 1 to 15 of 35 results Save | Export
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Recchia, Susan L.; Puig, Victoria I. – New Educator, 2019
This reflective narrative explores the voices of two participants in the Early Childhood Professional Mentoring Group (ECPMG), created in response to our graduates' concerns about their lack of support as they entered the field of inclusive early childhood education. Building on their existing relationships with each other, and with us as their…
Descriptors: Early Childhood Education, Elementary School Teachers, Preschool Teachers, Inclusion
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Dassa, Lori; Nichols, Bryan – New Educator, 2019
This study investigated how closely related the perceptions of student teachers were to those of the clinical educators and university supervisors who evaluated them in subject-specific content knowledge and teaching ability. Although our initial concern was low teacher self-efficacy, our study found student teachers consistently rated themselves…
Descriptors: Self Efficacy, Preservice Teachers, Pedagogical Content Knowledge, Teaching Skills
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Gardiner, Wendy – New Educator, 2017
This study seeks to contribute to the research on mentored induction by investigating the practices mentors employ in their work with new teachers in two high-need, high-poverty urban elementary schools. Informed by Schwille's (2008) temporal framework of "educative" mentoring practices occurring "inside" and…
Descriptors: Mentors, Teacher Attitudes, Professional Development, Teaching Methods
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Bower-Phipps, Laura; Klecka, Cari Van Senus; Sature, Amanda L. – New Educator, 2016
Understanding how experienced teachers share and articulate effective mentoring practices can guide efforts to prepare quality mentors. This qualitative study focused on mentoring practices within a teacher-designed student-teaching program conceptualized while the mentor teachers within the program were students in a graduate-level mentoring…
Descriptors: Mentors, Teacher Role, Qualitative Research, Student Teaching
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Pylman, Stacey – New Educator, 2016
The goal of this case study was to explore how a mentor teacher used video-recorded co-planning sessions to reflect on and improve one's mentoring practice. Findings reveal ways in which the mentor used talk in co-planning sessions to model one's thinking process and to gradually release planning responsibility to engage the intern in learning to…
Descriptors: Case Studies, Mentors, Teacher Interns, Reflective Teaching
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Tunney, Jessica W.; van Es, Elizabeth A. – New Educator, 2016
We draw on Engestr├Âm's (2011a) formative intervention approach to bring together mentor teachers and university supervisors to construct a tool for structuring observations and mentoring student teachers. Data include videos and transcripts from seven meetings where participants discussed mentoring and viewed video records of teaching practice to…
Descriptors: Teacher Educator Education, Faculty Development, Video Technology, Mentors
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Parker, Audra; Bush, Amanda; Yendol-Hoppey, Diane – New Educator, 2016
Teacher educators recognize that teacher candidates must have authentic, scaffolded opportunities to transform knowledge into practice. This study explores teacher candidates' engagement with teacher inquiry as a method for supporting professional development. Findings suggest teacher candidates differ tremendously in their responses to the…
Descriptors: Professional Development, Teacher Educators, Scaffolding (Teaching Technique), Teacher Education
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Black, Glenda L.; Olmsted, Barbara; Mottonen, Anna-Liisa – New Educator, 2016
Associate (mentor) teachers are essential partners in guiding teacher candidates into the profession; however, little training is offered for this critical role. This study explored, through the lens of self-determination theory, types of support and delivery most useful for successful mentorship during practicum. Online surveys and invited…
Descriptors: Mentors, Self Determination, Online Surveys, Teacher Surveys
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Fleming, Jane – New Educator, 2014
Beginning teachers most often are viewed as needing significant support in all areas of teaching. As a result, professional development (PD) associated with induction programs typically is presented by experienced professionals. This article describes one induction program's attempt to draw on the strengths within its network, engaging new…
Descriptors: Beginning Teachers, Teacher Participation, Expertise, Beginning Teacher Induction
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Ticknor, Anne Swenson – New Educator, 2014
The emotional and cognitive work of becoming a teacher is often unknown to preservice teachers, leaving many to negotiate professional identities without support from teacher educators. This article examines how one preservice teacher, Ava Mendon, used language to negotiate professional identities and to build professional confidence during her…
Descriptors: Teacher Education, Professional Identity, Preservice Teachers, Interviews
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Rosenquest, Barbara – New Educator, 2014
Using documentation in professional development has the potential to enhance professional visibility and credibility and to turn attention squarely to learning and teaching. This article targets providers of professional development and offers clear steps to providing an inquiry-based approach using close observation and documentation of…
Descriptors: Documentation, Faculty Development, Inquiry, Preschool Teachers
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Santoli, Susan P.; Martin, Susan Ferguson – New Educator, 2012
This study summarizes the results of a survey conducted by university faculty to improve the secondary teacher education program at a public university in the southeast. The survey's primary objectives were to identify areas of needed improvement among student teachers and to identify areas in which supervising teachers desired additional training…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Mentors, Student Teachers
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Cuddapah, Jennifer L.; Beaty-O'Ferrall, Mary Ellen; Masci, Frank J.; Hetrick, Monica – New Educator, 2011
Survey data were used to explore the current teaching status and reasons for leaving or considering leaving teaching for 154 career changers who all graduated from a Master of Arts in Teaching (MAT) program over a 9-year time period. Respondents provided information about reasons for leaving teaching, indicating personal/family, career, and school…
Descriptors: Career Change, Faculty Mobility, Teacher Morale, Teacher Persistence
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Gardiner, Wendy – New Educator, 2011
This qualitative study explored 8 urban mentor teachers' experiences and perceptions of mentoring in a yearlong field placement in an Urban Teacher Residency program. Results indicate mentors' and preservice teachers' joint work provided a context conducive for professional learning and contributing to a larger social justice mission. However,…
Descriptors: Social Justice, Urban Schools, Mentors, Teacher Collaboration
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Rajuan, Maureen; Tuchin, Irena; Zuckermann, Trudy – New Educator, 2011
Following worldwide trends in an effort to combat attrition rates of novice teachers, mentoring of new teachers has become a common practice. However, not all experienced teachers have the supervision and leadership skills necessary to guide new teachers through their first difficult year. In order to solve this problem, various programs have been…
Descriptors: Experienced Teachers, Training, Mentors, Beginning Teachers
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