Investigating a model of mentoring for effective teaching

Hudson, Peter B. & Bird, Lori (2015) Investigating a model of mentoring for effective teaching. Journal of Teaching Effectiveness and Student Achievement, 2(2), pp. 11-21.

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Abstract

This paper investigates a five-factor model of mentoring for effective teaching. A survey was administered to 218 student teachers after student teaching to provide insights into their mentoring experience. Results indicated the five factors, namely, personal attributes, system requirements, pedagogical knowledge, modeling, and feedback, had Cronbach alpha scores of .93, .81, .95, .91, and .91, respectively with mean scale scores ranging from 4.20 to 4.60 (p< .001). Items associated with each factor were analyzed; the lowest percentage response was reviewing lesson plans (71%) and the highest percentage was modeling effective teaching practices (96%). Triangulated data from the survey results suggested that the practices implemented by the mentor teachers were perceived to have supported the student teachers’ development during student teaching. Implications of this study suggest that actively engaging mentor teachers who apply the principles outlined by the five factor areas will serve to ensure highly effective support for the development of student teachers.

Impact and interest:

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ID Code: 83687
Item Type: Journal Article
Refereed: Yes
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2015 Angelo State University
Deposited On: 20 Apr 2015 23:17
Last Modified: 29 Nov 2016 02:08

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