首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
Mentoring has become increasingly popular during recent years and particularly so in the provision of leadership development, including the mentoring of school principals. In New Zealand, many of these mentoring programmes are developed and funded by central government and are mostly designed to meet the needs of those in their initial years of principalship. Mentoring for experienced principals has not typically been resourced in this manner and tends to be less prevalent and more ad hoc in nature. This article reports on an evaluation of one peer‐mentoring group of experienced primary (elementary) school principals in Auckland, New Zealand. While the principals identified a number of components of the mentoring process as being valuable, issues related to status, learning and safety were particularly highlighted. The results informed the development of a model of peer mentoring processes for experienced principals based on the notion of communities of practice.  相似文献   

2.
Mentoring is an increasingly important element in the preparation of principals in many countries, including Singapore, the United States (US) and the United Kingdom (UK). In Singapore and the US, mentoring forms part of a pre-service programme of training for intending principals. In the UK, it is a voluntary programme which takes place during their first year as principals. The efficacy of mentoring depends on the quality of the mentor/protege relationship at least as much as the organisational and cultural framework within which it operates. Definitions and conceptions of mentoring are remarkably similar in different societies and its advantages appear to outweigh its disadvantages in both Singapore and the UK.  相似文献   

3.
The purpose of this study is to examine the perceptions of primary school principals about the influence of ‘trust’ in their mentoring experiences. Both quantitative and qualitative methods were used in the study. The Primary School Principals’ Mentoring Questionnaire previously developed by the researchers was applied to 1462 primary school principals. As a follow‐up study, focus groups were carried out with 50 school administrators at various career phases in order to gather more in‐depth data about the impact of ‘trust’ in the mentoring process. Results of the study showed that in different career phases, principals attached varied levels of importance to trust in the mentoring process.  相似文献   

4.
The purpose of the current study was to explore new Israeli principals’ perceptions, during the first three years in post, of the impact of their mentoring process on their leadership experiences. Based on 12 interviews with newly appointed school principals in the Israeli State Education System, the study found that many of them indicated that their mentor gave them professional and practical advice and performance feedback, especially on technical and administrative issues rather than on issues related to instructional leadership. In addition, the new principals shed light on the significant impact of proper educational and emotional matching between the mentor and the new principal on the mentoring process. We suggest some practical implications for establishing effective mentoring programs for new principals at the end of the paper.  相似文献   

5.
The purpose of this study was to investigate the extent to which professional development predicts principals’ instructional leadership in order to identify whether a relationship exists between the duration of principals’ participation in distinct professional development activities and their perceived practice of instructional leadership while controlling for several principal and school characteristics. The data employed in this study came from the 2013 teaching and learning international survey, which was conducted by the organisation for economic co-operation and development. Four multivariate regression models with the country-controlled dummy variable were implemented in the analysis of the data. The results indicated that the more principals take part in contemporary professional development activities such as professional networking, mentoring and research activities, the more often they engage in instructional leadership practices. However, no relationship between more traditional types of professional development activities, such as courses, conferences, and observational visits, and principals’ instructional leadership, was found. The results have substantial implications for policy-makers and practitioners worldwide, suggesting that any professional development designed to get principles involved in more instructional leadership practices should be based on the contemporary type of professional development activities.  相似文献   

6.
In this study, the implementation effects of a program for the training of coaching skills to Dutch primary school principals are described. Coaching is a form of in‐class support intended to provide teachers with feedback on their own functioning, and thereby to stimulate self‐reflection and self‐analysis in order to improve instructional effectiveness. To assist school principals in their attempts to coach teachers, a training program was designed and evaluated. Based on the pre‐ and post‐training ratings of coaching conferences, a significant treatment effect was found for the coaching skills concerned with the development of autonomy (empowerment), feedback, and agreement on classroom observational goals. The pre‐ and post‐training ratings from the coached teachers themselves showed a significant treatment effect for the coaching skills concerned with the development of improvement plans. Although the training provided for the school principals was directed at the coaching functions of consulting and confronting, the majority of the school principals conducted coaching conferences that emphasized predominantly the function of consulting.

  相似文献   

7.
Findings of a study on the practice of school management learned through mentoring reveal that leading surfaced prominently as the prime aspect of what could be learned through formal mentoring and could be put into practice on the job. These principals, who have the opportunity to learn through mentoring, suggest their learning and practice of leading primarily through relating with people. The three features involved are: leading through relating with people actively, promoting trust in relating with people, and serving as worthy models in their dedication to service. As such, the learning of leading through formal mentoring could be of significance in the professional development of aspiring principals. It highlights a known practice of leading, learned through leadership mentoring, for an unknown future. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

8.
The purpose of this mixed research study was to examine mentoring experiences specific to grade span through the perspective of principals, mentors, and mentees. An instrument containing items on demographics, administrative support, and mentoring program components was administered to first-year teachers (n?=?998), mentors (n?=?791), and principals (n?=?73). Mentors’ attitudes towards mentoring were statistically significantly more positive than were the mentees’ attitudes, although, on average, the attitudes for both groups were positive. A statistically significant difference in attitudes emerged as a function of grade span, with elementary school mentees reporting the highest levels of motivation to be mentored and the greatest desire to observe veteran teachers. Qualitative analyses revealed that mentoring includes specific format, better matches, increased time for mentoring, observation opportunities, and better training for mentors. Implications are discussed.  相似文献   

9.
As a group, entrepreneurs and small business managers require training which is specific to their skills gaps, and takes into account that they are geographically dispersed with limited time available for such activities. They also require training which is integrated with their business activities and sufficiently flexible to incorporate into their busy and changing schedules. Email potentially provides a means of delivering a training intervention which suits the particular training and learning needs of this growing group. In spite of the growth of development and delivery of e‐mentoring programs, there is limited academic research around structured e‐mentoring generally and, in particular, around the evaluation of online programs for professionals in the micro‐business and small to medium enterprise sector. Given this lag in the academic literature, this article aims to explore how e‐mentoring programs for this target group might be usefully evaluated by drawing on pedagogical discourse. Specifically, this article proposes an adaptation to a model for evaluating computer‐based education programs and applies this intepretative framework to an e‐mentoring scheme called Mentors Online with reference to other programs aimed at similar target groups. The adaptation provides a possible framework for grounding the evaluation of e‐mentoring programs and making explicit the theoretical and pedagogical basis of much of the literature to date. The Mentors Online program was developed and delivered in 2002 by an Australian employee association with a membership of around 25,000 professionals. The Mentors Online website is available at www.apesma.asn.au/mentorsonline  相似文献   

10.
Mentoring is an established method of supporting principals as they begin their careers; however, early studies focus on how a veteran principal supports a novice principal in acquiring the skills to manage the school. As the role of a principal has evolved from a building manager to a leader of learning, the role of mentoring has also evolved. The purpose of this study was to explore the mentoring experiences of novice principals and their mentors in a school district’s mentoring program, and how developmental mentoring relationships support novice principals to be leaders of learning. The ?ndings suggest that a strong mentoring relationship can support a novice principal in developing skills to be a leader of learning by clarifying the mentor’s role as a leader of learning, focusing mentoring sessions to build the mentee’s capacity as a leader of learning, and a commitment to mentoring sessions that support teaching and learning.  相似文献   

11.
Even though teacher education has been successful in preparing students for their future profession, the classroom reality can differ greatly from the inservice training. Many novice teachers therefore find the transition from student teacher to inservice teacher overwhelming To support beginning teachers, mentoring programs—where more experienced teachers support novice teachers—have become commonplace in many schools worldwide. In Sweden, mentoring for beginning teachers has been a frequent feature of support since 2001. This study, conducted in Sweden, examines seven novice teachers and the impact the mentoring process had upon them during their first‐year teaching. Based on interviews, it was found that these experienced both professional and personal support from their mentors. The study also showed the significance of observant leaders within the mentorship program following up on the development of the mentor–mentee relationship.  相似文献   

12.
Training packages, based on the ‘Concerns‐Based Adoption Model’ (Hall, Wallace and Dosset, 1973) were used in a one week residential symposium in Singapore for school principals and inspectors. This paper represents the reflections on practice from two change consultants who designed the short‐time ‘training package’ for specific staff development needs. The authors found that cross‐cultural implementation of such packages highlights important differences between consultants and participants about initiating and managing change in schools. Interim evaluation data about the training suggests that school principals who were able to consciously reflect upon their implementation practices and adapt their intervention strategies accordingly were more effective change agents than their less insightful colleagues.  相似文献   

13.
This survey‐based study examined the benefits of mentoring for 299 pre‐service teachers who voluntarily worked with children at‐risk in a nationwide Israeli mentoring project. Results revealed that mentoring taught prospective teachers about the world of children, increased their sensitivity to children at‐risk and to children as individuals, and improved their ability to cope with difficult situations. Mentoring was particularly beneficial for mentors majoring in special education, when viewed as a professional development opportunity, and when guidance was provided that aimed at connecting between academic studies and mentoring experiences. Unlike other field experiences in teacher training programs which emphasize classroom teaching, mentoring offers pre‐service teachers an opportunity to learn about the individual child and the social factors influencing his/her success in school.  相似文献   

14.
师训干部、中小学校长要掌握“教师教育”新理念 ,变换自己的角色行为 ,升华培训经验 ,引领培训主流 ,在县内、校内构建和推行校本培训 ,使教师得到发展。并在校本培训的试点、运作中完善其构件以及必须解决的问题和对策。  相似文献   

15.
In education, mentoring is typically understood as a one‐on‐one relationship between a novice teacher and a more experienced, competent colleague. Through the mentoring relationship, the veteran teacher guides the new teacher into the profession. In this article, the author supports an alternative conception of mentoring by describing how a group of new and experienced high school teachers, committed to changing their teaching practices toward a pedagogy of intellectual engagement, together created the conditions and relationships within their collaborative inquiry group to mentor one another. In the group, novice teachers modeled risk‐taking and vulnerability for their more experienced colleagues. Veteran teachers guided their newer colleagues toward learner‐centered pedagogical possibilities and inquiry practices. Additionally, the group itself, with its norms of open questioning and doubt, trust, collegiality, and a shared purpose, created a collaborative space of mentoring that was dynamic and reciprocal.  相似文献   

16.
The advent of user‐friendly email programs and web browsers created possibilities for widespread use of e‐mentoring programs. In this review of the research, we presented the history of e‐mentoring programs and defined e‐mentoring and structured e‐mentoring programs, focusing on large‐scale e‐mentoring programs that addressed issues of social equity and educational advancement. The literature reviewed spanned from the mid‐1990s to the present and included journal articles, reports, and book chapters on implemented e‐mentoring programs. The literature indicates that e‐mentoring is not a panacea, neither is it an inexpensive alternative to face‐to‐face mentoring. E‐mentoring is an alternative mode that facilitates the expansion of mentoring opportunities. The research we reviewed supported that the benefits associated with e‐mentoring mirrored the benefits associated with mentoring: informational, psychosocial, and instrumental. In addition, research supports two additional benefits of e‐mentoring: the value of impartiality and inter‐organizational connections, which were facilitated by the use of electronic communications. Research conducted on the programmatic features associated with e‐mentoring programs identified training, coaching, and group e‐mentoring as features that enhanced participant involvement. Our goal in providing a review of the research at this stage in the development of e‐mentoring was to facilitate increased understanding of the current research to enhance future research and programs and to advance e‐mentoring as a field.  相似文献   

17.
Since the mid‐1970's community colleges have devoted more attention than ever before to the preparation and inservice training of administrators. Despite these efforts, there is as yet no clearly defined career path to top level administrative posts. Most administrators learn skills for their job by observing others, through trial‐and‐error, and in some cases, through being mentored. The purpose of this study was to investigate the role mentoring has played in the career development of community college presidents.  相似文献   

18.
Based on a secondary analysis of studies on Flemish primary schools, the article argues that the metaphor of the gatekeeper, on the threshold between the outside‐school and the inside‐school world, is a powerful frame to capture some of the particular complexities of principals’ emotional experience of themselves and their working conditions. More in particular, the image allows for a more refined and in‐depth understanding of the emotional and relational aspects in the position and role of the principal. Apart from depicting the working conditions of leadership in terms of the gatekeeper‐image, the authors contend that the inevitable normative character of education contributes to a sense of vulnerability and emotionality in leadership. Two themes appeared to be prominent in principals’ experience of their gatekeeper’s position: first, being caught in a web of conflicting loyalties and second, the struggle between loneliness and belonging. Underneath these themes—it is argued—lies the issue of the principal’s professional self in the particular school. The article concludes with suggestions for the training of (future) principals.  相似文献   

19.
Mentoring has become an important part of teacher education, as an element in both the enhancement of reflective practice and the professional development of schools. Yet the concept remains confused. Problematic issues such as the elements of power and control, and the danger of dependence and intimacy are seldom heard when mentoring is considered and new plans for teaching and education are presented. This article discusses the concept of mentoring, especially as a feature of the professional development and training of student teachers in Norway. A Ph.D.-study (Sundli, 2001) shows how mentoring may turn out to be an obstacle to reflection rather than an enhancement. It argues for new ways of regarding mentoring as part of the student's process of becoming a professional teacher.  相似文献   

20.
This paper focuses on the Primary PGCE at Keele University, which is now in its third year of a new course structure, fulfilling the requirements of the DFE circular 14/93. As the school‐based partnership has developed, teacher‐mentors have gained new understanding of both their role in teacher training and their relationship with Higher Education Institutions (HEIs). This paper seeks to outline how the process of mentoring has developed teachers’ skills in a way which has promoted their understanding of, and interest in, school‐based research. Four key issues are explored in probing the link between mentoring and school‐based research: the difference between theory and practice; links between teacher‐mentors and HEI tutors, the process of reflective practice; teachers as knowledge constructors. These are examined in relation to the process of mentoring and to the way in which each contributes to developing mentors’ participation and interest in school‐based research.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号