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E-Mentoring Novice Science Teachers Through University-Sponsored Online Induction: A Self-Study
Başlık:
E-Mentoring Novice Science Teachers Through University-Sponsored Online Induction: A Self-Study
Yazar:
Legler, Christian E., author.
ISBN:
9780438120686
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (138 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Özet:
High attrition rates of beginning teachers are a major challenge for schools. Online induction featuring e-mentoring is one way that teacher education programs can support new teachers. This self-study examines the processes involved in e-mentoring novice science teachers while using a university-sponsored comprehensive online induction platform. During this self-study, I e-mentored four teachers for four months. The mentees were recent graduates of a STEM teacher education program at a large research-intensive university, currently employed in either their first or second year of teaching. I worked with the mentees to mutually decide on two teaching practices that each would like to focus on while being e-mentored.
A variety of technology tools housed on the platform were used to facilitate e-mentoring. The self-study of teaching and teacher education practices (S-STTEP) methodology was used to study my own e-mentoring facilitation. Data were collected from interviews, online textual data, and my own personal reflective journals.
The findings are described in terms of the challenges I experienced and how I overcame, or learned from those challenges. I found that the voluntary nature of the support that I was providing competed with the many demands of beginning teachers. To manage my way around this challenge, I used reflection and dialogue with a critical friend to determine how to best support my mentees. I also found that it was difficult to build rapport with my mentees online. However, I discovered that e-mentoring allows for more opportunities for one-on-one support than traditional mentoring. I learned that initial face-to-face visits with mentees can help in building rapport, and careful planning must go into and establishing an engaging online induction community. Lastly, the short online induction period was found to be ineffective. Therefore, the timing of e-mentoring may need to be lengthened so that mentees can adjust to both the classroom and the online induction platform. Online induction requires ongoing support, planning for upcoming video conferences, and time for mentees to become acquainted with the technology used for online induction. This self-study is significant because it contributes to the limited self-study literature related to e-mentoring and technology tools used for online induction.
Notlar:
School code: 0070
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(696610.1) | 696610-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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