東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Exploring the experiences and relati...

Strey, Melanie Jane.

Linked to FindBook

Google Book

Amazon

博客來

Exploring the experiences and relationships of first-year teachers and mentors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the experiences and relationships of first-year teachers and mentors./
Author:	Strey, Melanie Jane.
Description:	172 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683338
ISBN:	9781321574562

Exploring the experiences and relationships of first-year teachers and mentors.
Strey, Melanie Jane.

Exploring the experiences and relationships of first-year teachers and mentors. - 172 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ed.D.)--Walden University, 2015.

This item must not be sold to any third party vendors.

Educators have a moral imperative and job-embedded expectation to effectively teach all students, which requires a commitment to continued personal growth. The purpose of this instrumental project study was to explore the lived experiences of first-year teachers and their mentors who teach in a culturally-diverse school district. The conceptual framework was based on supporting adult learning methods through the theories of critical thinking, constructivist perspective, the theory of mentoring, and culturally-instructional teaching. The guiding research questions addressed the perceptions of 5 first-year teachers and 5 mentors regarding individual and shared learning as a result of mentor-mentee relationship. A constant comparison method provided a process for analyzing the semi-structured interviews, observations, and field notes to determine a unit of data. Triangulation of the units of data then informed possible categories that were noted in words and statements. This process continued until saturation of categories was reached. Spreadsheets provided a structure to organize the data along the way and chart tables and taxonomic representation were used to display results. The mentees' results encompassed 19 themes such as feeling valued, safe, supported, trusted, and believed. The recommendations include the development of long-term solutions for supporting beginning teachers during the first 3 years of their profession with mentoring as an essential component. These findings illustrate that formal and informal beginning teacher professional learning is critical to produce high quality instruction, and to ensure that students graduate with globally competitive skills.

ISBN: 9781321574562Subjects--Topical Terms:

543202
Adult education.

Exploring the experiences and relationships of first-year teachers and mentors.
LDR:02667nmm a2200301 4500 001 2060349
005 20150828095346.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321574562
035 $a (MiAaPQ)AAI3683338
035 $a AAI3683338
040 $a MiAaPQ $c MiAaPQ
100 1 $a Strey, Melanie Jane. $3 3174497
245 1 0 $a Exploring the experiences and relationships of first-year teachers and mentors.
300 $a 172 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Kerry Burner.
502 $a Thesis (Ed.D.)--Walden University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Educators have a moral imperative and job-embedded expectation to effectively teach all students, which requires a commitment to continued personal growth. The purpose of this instrumental project study was to explore the lived experiences of first-year teachers and their mentors who teach in a culturally-diverse school district. The conceptual framework was based on supporting adult learning methods through the theories of critical thinking, constructivist perspective, the theory of mentoring, and culturally-instructional teaching. The guiding research questions addressed the perceptions of 5 first-year teachers and 5 mentors regarding individual and shared learning as a result of mentor-mentee relationship. A constant comparison method provided a process for analyzing the semi-structured interviews, observations, and field notes to determine a unit of data. Triangulation of the units of data then informed possible categories that were noted in words and statements. This process continued until saturation of categories was reached. Spreadsheets provided a structure to organize the data along the way and chart tables and taxonomic representation were used to display results. The mentees' results encompassed 19 themes such as feeling valued, safe, supported, trusted, and believed. The recommendations include the development of long-term solutions for supporting beginning teachers during the first 3 years of their profession with mentoring as an essential component. These findings illustrate that formal and informal beginning teacher professional learning is critical to produce high quality instruction, and to ensure that students graduate with globally competitive skills.
590 $a School code: 0543.
650 4 $a Adult education. $3 543202
650 4 $a Education policy. $3 2191387
650 4 $a Teacher education. $3 3172312
690 $a 0516
690 $a 0458
690 $a 0530
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 76-07A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683338