Associate Teachers' Perceptions of Effective Mentorship Professional Development

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 du...

Full description

Saved in:
Bibliographic Details
Published in:The New educator 2016-10, Vol.12 (4), p.322-342
Main Authors: Black, Glenda L, Olmsted, Barbara, Mottonen, Anna-Liisa
Format: Article
Language:English
Subjects:
Elementary School Teachers
Foreign Countries
Interviews
Mentors
Mixed Methods Research
Online Surveys
Professional Development
Secondary School Teachers
Self Determination
Semi Structured Interviews
Student Teaching
Teacher Attitudes
Teacher Education Programs
Teacher Surveys
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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 interviews targeted at associate teachers for one teacher preparation program (TPP) were used to gather data, with subsequent ordinal scale data display and theme derivation. Based on 281 survey respondents and 13 interviews, results highlighted specific TPP supports and the need for other partners (i.e., federations, boards) to engage more actively in supporting associate teachers.
ISSN:1547-688X
1549-9243
DOI:10.1080/1547688X.2016.1207828