An Added Layer of Support: Introducing a Heterarchical Peer Mentoring Intervention to a Preservice Science Teacher Education Cohort

Autor/in	Neesemann, Lisa Ann
Titel	An Added Layer of Support: Introducing a Heterarchical Peer Mentoring Intervention to a Preservice Science Teacher Education Cohort
Quelle	(2017), (244 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Teachers College, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3550-6782-8
Schlagwörter	Hochschulschrift; Dissertation; Preservice Teacher Education; Science Teachers; Student Teachers; Masters Programs; Peer Teaching; Mentors; Secondary School Teachers; Secondary School Science; Cooperation; Feedback (Response); Student Journals; Assignments; Semi Structured Interviews; Qualitative Research; Case Studies; Program Effectiveness; Intervention + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Magister course; Magisterstudiengang; Peer group teaching; Peer Group Teaching; Co-operation; Kooperation; Studentenzeitung; Assignment; Auftrag; Zuweisung; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	In an effort to support preservice science teachers during their concurrent student teaching experiences and masters coursework, I created and implemented a Peer Mentoring Intervention to add an additional layer of support to those most traditionally curated. In this intervention, preservice secondary science teachers were paired into heterarchical (as contrasted with hierarchical) mentoring groups, instructed in norms of collaboration and given class time to work as dyads offering support and feedback to one another. During the three-semester span of the intervention data was collected in many forms, such as prompted journal entries, course assignments and semi-structured interviews. Qualitative findings are reported and the case study of one dyad is also presented. Findings included concerns and solutions regarding relating to the assigned peer, developing academic and organizational skills, navigating and learning to appreciate different layers of support, a deeper level of reflection, varying levels of commitment to social justice, and realized self-efficacy. Next steps include refining and implementing the program with a new cohort of students as well as following the participants as they move forward in their teaching careers as well as rethinking the role of mentorship to realize equality among members and challenge the traditionally established hierarchies in mentor relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01