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The Impact Of An Intensive Mentoring And Induction Program On Mentor’s Knowledge And Skills And Novice Teachers’ English Language Teaching Effectiveness
| المصدر: | مجلة كلية التربية بالمنصورة |
|---|---|
| الناشر: | جامعة المنصورة - كلية التربية |
| المؤلف الرئيسي: | Mostafa, Asmaa Abd Almoneim (Author) |
| المجلد/العدد: | ع74, ج2 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2010
|
| الشهر: | سبتمبر |
| الصفحات: | 63 - 116 |
| ISSN: |
1110-9777 |
| رقم MD: | 682308 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
28
| المستخلص: |
This study examines the impact of an intensive mentoring and induction program on improving mentor teachers’ mentoring knowledge and skills and novice teachers’ English language teaching effectiveness. The study compressed 12 mentor teachers and 24 beginning teachers from 24 primary schools in Mansoura, during the school year 2009-2010. The study investigated the influence of 12 senior teachers who received an intensive mentoring training course in 5 days of workshops focusing on mentoring techniques and skills in developing the beginning teachers’ English language effectiveness. The study collected and analyzed the pre-and post mentoring and induction program data through a mentoring knowledge test, self assessment inventory of mentoring skills, the Content, Instruction, Assessment, Management, and Student Engagement (CLAMS) Observation Instrument to assess the beginning teachers’ teaching effectiveness, an open-ended survey to identify the novice teachers’ reactions, weekly summaries of mentoring activities by each pair, a monthly goal setting for mentoring activities by each pair, as well as three to six lesson observations of beginning teachers’ teaching. The study found that mentors who received the training developed better mentoring knowledge and skills and were more likely to share their teaching experiences with novices. Findings also indicate that the improvement in the beginning teachers’ CIAMS scores from the beginning to the end of the school year was greater for the experimental group than for the comparison group of teachers. The beginning teachers of the trained mentors were able to organize and implement instruction more effectively than were teachers who had supervisors without training. The qualitative reports of the treatment group indicate that the mentoring and induction program was effective and provided multiple opportunities to learn and develop. |
|---|---|
| ISSN: |
1110-9777 |
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