東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Mentoring and Professional Teacher D...

Clark, Patricia D.

Linked to FindBook

Google Book

Amazon

博客來

Mentoring and Professional Teacher Development: A Case Study of Mentor Teachers at a Rural North Carolina High School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mentoring and Professional Teacher Development: A Case Study of Mentor Teachers at a Rural North Carolina High School./
Author:	Clark, Patricia D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10119011
ISBN:	9781339803272

Mentoring and Professional Teacher Development: A Case Study of Mentor Teachers at a Rural North Carolina High School.
Clark, Patricia D.

Mentoring and Professional Teacher Development: A Case Study of Mentor Teachers at a Rural North Carolina High School. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 158 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ed.D.)--Gardner-Webb University, 2016.

This case study dissertation investigated the perceptions of mentor teachers in regard to their professional practice, teacher leadership, and workplace satisfaction. The researcher investigated the lived experiences of these teachers within the bounds of their prescribed relationships with a beginning teacher. This dissertation is motivated by three research questions: (1) What themes emerged as relevant in the professional practice of mentor teachers as evidenced by qualitative coding methods; (2) How did being a mentor cause teachers to critically examine their practice; and (3) What did the emergent themes from the research demonstrate about the impact of mentoring on the mentor teachers? Previous research on mentoring has indicated a gap in the literature in regard to the mentor teacher's experience. This model addressed how mentoring impacted the experienced teacher's career and psychosocial functions. This study evaluated how adult learning theory influenced the growth and successes of mentor teachers within this case study. The researcher conducted an in-depth case study of four mentor teachers at a rural North Carolina high school and employed a naturalistic case study methodology utilizing structured and unstructured interviews, observations, field notes, document analysis, and mentor reflections to provide qualitative data for emergent themes. The findings from the research indicated that themes of relationships, personality, art of conversation, administrative support, obstacles, helpful protocol, growth, leadership, learning from mentee, giving back, and psychosocial benefits emerged as important to the professional development of mentor teachers. The findings support modifications to this mentoring program based on adult learning theory and mentor development.

ISBN: 9781339803272Subjects--Topical Terms:

2122779
Secondary education.

Mentoring and Professional Teacher Development: A Case Study of Mentor Teachers at a Rural North Carolina High School.
LDR:02777nmm a2200301 4500 001 2127326
005 20171220071113.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339803272
035 $a (MiAaPQ)AAI10119011
035 $a AAI10119011
040 $a MiAaPQ $c MiAaPQ
100 1 $a Clark, Patricia D. $3 3289455
245 1 0 $a Mentoring and Professional Teacher Development: A Case Study of Mentor Teachers at a Rural North Carolina High School.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Adviser: Mary Beth Roth.
502 $a Thesis (Ed.D.)--Gardner-Webb University, 2016.
520 $a This case study dissertation investigated the perceptions of mentor teachers in regard to their professional practice, teacher leadership, and workplace satisfaction. The researcher investigated the lived experiences of these teachers within the bounds of their prescribed relationships with a beginning teacher. This dissertation is motivated by three research questions: (1) What themes emerged as relevant in the professional practice of mentor teachers as evidenced by qualitative coding methods; (2) How did being a mentor cause teachers to critically examine their practice; and (3) What did the emergent themes from the research demonstrate about the impact of mentoring on the mentor teachers? Previous research on mentoring has indicated a gap in the literature in regard to the mentor teacher's experience. This model addressed how mentoring impacted the experienced teacher's career and psychosocial functions. This study evaluated how adult learning theory influenced the growth and successes of mentor teachers within this case study. The researcher conducted an in-depth case study of four mentor teachers at a rural North Carolina high school and employed a naturalistic case study methodology utilizing structured and unstructured interviews, observations, field notes, document analysis, and mentor reflections to provide qualitative data for emergent themes. The findings from the research indicated that themes of relationships, personality, art of conversation, administrative support, obstacles, helpful protocol, growth, leadership, learning from mentee, giving back, and psychosocial benefits emerged as important to the professional development of mentor teachers. The findings support modifications to this mentoring program based on adult learning theory and mentor development.
590 $a School code: 0837.
650 4 $a Secondary education. $3 2122779
650 4 $a Teacher education. $3 3172312
650 4 $a Continuing education. $3 527504
690 $a 0533
690 $a 0530
690 $a 0651
710 2 $a Gardner-Webb University. $b School of Education. $3 1673431
773 0 $t Dissertation Abstracts International $g 77-11A(E).
790 $a 0837
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10119011