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An Insider's Perspective to Mentorin...

Millsapp, Krishna R.,

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An Insider's Perspective to Mentoring Novice Math and Science Teachers in a University Mentoring Program: A Self Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Insider's Perspective to Mentoring Novice Math and Science Teachers in a University Mentoring Program: A Self Study // Krishna R Millsapp.
Author:	Millsapp, Krishna R.,
Description:	1 electronic resource (153 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
Contained By:	Dissertations Abstracts International86-03A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31145780
ISBN:	9798384101079

An Insider's Perspective to Mentoring Novice Math and Science Teachers in a University Mentoring Program: A Self Study /
Millsapp, Krishna R.,

An Insider's Perspective to Mentoring Novice Math and Science Teachers in a University Mentoring Program: A Self Study /Krishna R Millsapp. - 1 electronic resource (153 pages)

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

Novice teachers benefit from individualized and cohort mentoring to help them successfully navigate student teaching and the first years of independent teaching. However, schools are experiencing a rise in attrition rates post-pandemic, especially in math and science. Mentoring, goal setting, and community-building are deemed important for retaining novices and providing them with individualized support as they navigate instructional challenges and professional responsibilities. This self-study investigates the experiences of a mentor while leading a new Professional Development & Mentoring Program for math and science novices. Educative mentoring and Hegarty's Reflective framework helped guide the reflections of the mentor as mentoring strategies and programming were evaluated. The mentor identified areas of strength and growth and understood how mentoring, goal setting, relationship building, and the established learning communities were mutually beneficial for the novices and mentor. The findings and implications presented in this dissertation can prove valuable for universities and schools seeking to improve their mentor's experience as they lead supplemental induction and mentoring programs.

English

ISBN: 9798384101079Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Mentoring

An Insider's Perspective to Mentoring Novice Math and Science Teachers in a University Mentoring Program: A Self Study /
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520 $a Novice teachers benefit from individualized and cohort mentoring to help them successfully navigate student teaching and the first years of independent teaching. However, schools are experiencing a rise in attrition rates post-pandemic, especially in math and science. Mentoring, goal setting, and community-building are deemed important for retaining novices and providing them with individualized support as they navigate instructional challenges and professional responsibilities. This self-study investigates the experiences of a mentor while leading a new Professional Development & Mentoring Program for math and science novices. Educative mentoring and Hegarty's Reflective framework helped guide the reflections of the mentor as mentoring strategies and programming were evaluated. The mentor identified areas of strength and growth and understood how mentoring, goal setting, relationship building, and the established learning communities were mutually beneficial for the novices and mentor. The findings and implications presented in this dissertation can prove valuable for universities and schools seeking to improve their mentor's experience as they lead supplemental induction and mentoring programs.
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650 4 $a Curriculum development. $3 684418
650 4 $a Mathematics education. $3 641129
650 4 $a Teacher education. $3 3172312
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653 $a Novices
653 $a Reflective practices
653 $a Professional responsibilities
653 $a Instructional strategies
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