Mentorship for Teachers
How working together works!
Mentorship
This lack of self-efficacy among educators can become a barrier to successfully using mobile technologies within the classroom (Power, 2015). One of the areas that can assist a higher educational institution would be to provide a mentorship program to assist in the implementation of technology. Teachers feel as though they need to take on all the issues within their classroom/ lecture hall on their own (Lopez, 2013). This is where the menotors would assist.
Mentors are “defined by exhibiting greater experience, influence, and achievement” (Fuentes, Alvarado, Berdan, DeAngelo, 2014). Fuentes, Alvarado, Berdan, DeAngelo (2014) states that mentorship does not just need to involve other educators rather it can also involve a professional student- teacher mentorship as well.
Five main components to a mentor (Fuentes, Alvarado, Berdan, DeAngelo, 2014)
- A focus on achievement
- The relationship is reciprocal
- Relationship is personal
- Mentors have creator experience
- Mentors take on emotional and psychological support, direct assistance with career and professional development, and role modeling
Educators can create mentors within their area of need that will that are within or external to their intuition. Due to the definition of mentors we know that it the trusted environment to share knowledge and experiences. The working relationship involves people collaborating time, respond to each other’s critical needs, and enhance the capability of growth (Lopez, 2013). Fantilli and McDougall (2009) states that theirs a shock phase that all educators do when they are learning new tasks especially if they are new to the field. In this phase teachers need mentoring to assist them in their learning. The mentoring assists high education teachers
Stages of Growth through Mentoring
- Predisposition
2. Disequilibrium
Copes with unfamiliarity of working with adults rather than children, has doubts
3. Transition
Develops knowledge and understanding of mentoring roles and strategies, focuses more on new mentoring roles and strategies, focuses more on new teaching needs, clarifies personal teaching philosophy
4. Confidence
Refines mentoring skills, renews sense of professionalism, advocates for new teachers
5. Efficacy
Develops individual mentoring style, reflects on experiences, deepens understanding of teaching and learning as well as personal strengths
How Technology Rewires the brain
This video provides understanding to how technology can affect a students learning. The focus is on younger students but you can apply this to higher-level education to know how a student processes information when using technology. Great points to keep in mind when planning with your mentor!
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Helping Doctoral Students improve their research
The principles of how these students felt mentored in higher education is the exact principles and learning you want to occur for all teachers. The goal for teachers is to build the self-efficacy skills to lead their classroom with confidence.
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Helpful Tools
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References
Fantilli, R., & McDougall, E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education: An International Journal of Research and Studies, 25(6), 814-825. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/61852295?accountid=14694
Feuntes, M., Alvarado, A., Berdan, J., DeAngelo, L. (2014) Mentorship Matters: Does Early Faculty Contact Lead to Quality Faculty Interaction? Res High Educ, 55:288-307. DOI 10.1007/s11162-013-9307-6.
Lopez, A (2013). Collaborative mentorship: a mentoring approach to support and sustain teachers for equity and diversity. Mentoring & Tutoring: Partnership in Learning, 21: 3, 292-311. DOI:10.1080/13611267.2013.827836.
Fantilli, R., & McDougall, E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education: An International Journal of Research and Studies, 25(6), 814-825. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/61852295?accountid=14694
Feuntes, M., Alvarado, A., Berdan, J., DeAngelo, L. (2014) Mentorship Matters: Does Early Faculty Contact Lead to Quality Faculty Interaction? Res High Educ, 55:288-307. DOI 10.1007/s11162-013-9307-6.
Lopez, A (2013). Collaborative mentorship: a mentoring approach to support and sustain teachers for equity and diversity. Mentoring & Tutoring: Partnership in Learning, 21: 3, 292-311. DOI:10.1080/13611267.2013.827836.