Section archive - Mentoring & Supervision

The study reported on changes sources of support by preservice teachers. A group of preservice teachers was interviewed. The interviews were semi-structured, and focused on categories. The participants moved from formal to informal sources of support. They particularly valued immediate professional support and advice from their teacher tutors and also the social support of their pre-service and teacher colleagues.

The article explores expectation between mentors and students. Results indicate that protégé held more traditional and hierarchical mentoring ideals at the beginning of the program and that most mentoring ideals differed from actual experiences. Due to the disparity, the authors suggest metaphors be used to enhance mentoring experience, and align the expectations and realities between mentors and protégés.

Technology mediated coaching or mentoring has a strong possibility of overcoming barriers of accessibility of onsite mentoring. The article explored peer reviewed empirical studies on technology-mediated mentoring for inservice teachers. Three mediums for technology-based mentoring were explored: technology-enhanced professional development coupled with access to a mentor, electronic mail, and online discussion forums. Those who accessed the resource reported shifts in their attitudes towards instruction and changes in instructional practices.

Novices need to develop the knowledge and skills necessary to impact student learning. One approach used to support new members is to assign experienced members of the profession as mentors. Mentors can also play an invaluable role in guidingpreservice candidates in learning to teach science. In addition, mentors are often selected based on their experience and skill in teaching science.