Critical Issues in Mentoring and Mentoring Program for Beginning Teachers.

Autor/inn/en	Ganser, Tom; Bainer, Deborah L.; Bendixen-Noe, Mary; Brock, Barbara L.; Stinson, Anne D'Antonio; Giebelhaus, Carmen; Runyon, Charles Kent
Titel	Critical Issues in Mentoring and Mentoring Program for Beginning Teachers.
Quelle	(1998), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Administrator Role; Beginning Teacher Induction; Beginning Teachers; Elementary Secondary Education; Feedback; Higher Education; Mentors; Preservice Teacher Education; Principals; Program Evaluation; State Programs; State Standards; Teacher Associations; Teacher Behavior; Teacher Certification; Teacher Collaboration; Teacher Competencies; Teacher Role; New Jersey; Ohio + Suchen Sie Ihr Suchwort? Verantwortung; Junior teacher; Junglehrer; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Principal; Schulleiter; Programme evaluation; Programmevaluation; Regierungsprogramm; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Teacher behaviour; Lehrerverhalten; Lehrerkooperation; Lehrkunst; Lehrerrolle
Abstract	This collection of papers identifies critical issues in mentoring and mentoring programs. Paper 1, "Support Behaviors Among Teachers in Authentic Settings" (Deborah L. Bainer), discusses the following issues: (1) mentoring is just one of the types of support behaviors needed and practiced by teachers in elementary schools; (2) support networks differ between male and female teachers; and (3) informal mentoring occurs in schools whether or not formalized programs exist. Paper 2, "Mentoring and the Impact of Local Teacher Organizations" (Mary Bendixen-Noe), discusses mentoring in Ohio, describing critical issues from the perspective of local teacher organizations (funding, mentor selection, and administrative support). Paper 3, "Standardizing the Mentorship Program" (Barbara L. Brock), examines issues involved in mentor programs, including beginning teacher diversity, qualities and skills of effective mentors, practical considerations in arranging mentor-protege teams, and the principal's role in mentoring and mentoring programs. Paper 4, "Mentor Accountability: Varying Responses to One Mentor Program" (Anne D'Antonio Stinson), shares insights into mentoring in New Jersey as a newly instituted licensing requirement. The emergence of mentoring in a study of decision making among beginning teachers underscores the impact of formal mentoring on today's beginning teachers. Paper 5, "Leading the Way...State Initiatives and Mentoring" (Carmen Giebelhaus), discusses mentoring programs in Ohio, highlighting funding, mentor selection, and training issues, and placing Ohio's approach to mentoring within a national context. Paper 6, "Two Critical Issues: Aim and Assess" (Kent Runyon), uses program aims and evaluation to discuss mentoring programs, viewing formal mentoring as a multiple-year strategy. "Introduction" and "Final Thoughts" (Tom Ganser) introduce and wrap up the presentation. (Contains 38 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC