The phenomenon of teachers mentoring teachers in the midst of change /
Traditional education, using the teacher-as-lecturer model,
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1997.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739839631&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Traditional education, using the teacher-as-lecturer model, is being replaced with student-focused classroom environments emphasizing adaptations for learner differences. Teachers are being asked to make major changes in teaching techniques in order to maximize student learning. Mustard Seed Project was developed to train teachers and mentors to differentiate for student needs by curricular adaptations and to further train mentors to support, facilitate, and model curricular adaptations as teachers began to change instructional techniques. Recognizing that change is slow and sometimes difficult, and that it too is individualized, the mentoring program was established as a loosely structured program to be adapted by the mentors to meet individual teacher's needs. This research project explored the phenomenon of teachers mentoring peer teachers as they attempted changes in instructional styles. The study sought to determine the impact of mentorships on teachers changing instructional practices; benefits mentors, proteges, and schools received from the experience; attitudes, personal characteristics, and behaviors that facilitated or blocked mentorship establishment; types of interactions that occurred; and roles that mentors assumed with individual teachers. Results suggest that mentoring programs in elementary schools do not always operate in mentor-as-expert/protege as novice formats. Soft mentoring models with individualization as a key component must be introduced into school settings. Inexperienced teachers and those lacking confidence in teaching abilities may find mentor-experts to guide, model, instruct, and facilitate development; while confident, experienced proteges form equal partner teams to work collaboratively to improve instructional practices. Designated, emergent, and selected team mentors can help facilitate instructional changes in proteges. Several factors affect mentoring relationships, either promoting or inhibiting relationship development and instructional change. Factors include mentor and protege characteristics, types and frequencies of interactions, administrative policies, and supportive elements. Mentors, proteges, and schools obtain important benefits from mentorships. Benefits include improved instructional practices and the formation of supportive, collaborative teacher teams resulting in reduced isolation, teacher and student empowerment, and improved school climate. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | x, 265 leaves : illustrations, maps ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 186-204. |