The quality of mentoring in teacher education is an essential component of a powerful learning environment for teachers. There is no single approach to mentoring that will work in the same way for every teacher in each context. Nevertheless, most mentor teachers hardly vary their supervisory behaviour in response to varying mentoring situations. Developing versatility in mentor teachers' use of supervisory skills, then, is an important challenge. In this chapter, we discuss the need for mentor teacher preparation and explain the focus, content, and pedagogy underlying a particular training programme for mentor teachers, entitled Supervision Skills for Mentor teachers to Activate Reflection in Teachers (SMART). Also, findings from several studies assessing mentor teachers' supervisory roles and use of supervisory skills in mentoring dialogues, before and after the SMART programme, are presented. In addition, implications and perspectives for mentor teacher development and preparation are discussed.
The focus of my research is how Bartholomeus Guesthouse (BG), founded in 1407 by Willem van Abcoude, has organized care over more than 600 years for the elderly and elderly sick people in the Centre of Utrecht. After the reorganization of 1817 -by Royal Law- the 7 (9) Guesthouses were merged to one Board called “College van Regenten der Vereenigde Gods-en Gasthuizen” .They have had their domicile in Bartholomeus Guesthouse. This Guesthouse survived as elderly care centre on particular foundation, which has meant until today that people from different religions were welcome. The properties of the other guesthouses came under supervision of the Board of “Vereenigde Gods-en Gasthuizen”. The heritage of the other foundations was , in terms of property and land, considerable. In my paper I will present the following items: -An inventarisation of the situation after 1817 and the ‘cameren’ (vrij woningen) of the different guesthouses in Utrecht and what their (living) conditions were at that time; -the Policy of the Board supervising the Free Houses/ Cameren for Elderly during this area; the observation of the archive manager S.Muller Fz.is good illustration of the situation in 1900; -the inhabitants of the ‘vrij woningen’; the selection and the rules as part of the social housing policy; - a more general analysis: the policy of poor relief and the debate of who had to take care of the poor? - all subjects give an answer to the question whether or not poor relief can be regarded as a safety valve for the (lower) middle class, in the ninetheenth century.
Supervision meetings give teachers and students opportunities to interact with each other and to co-regulate students’ learning processes. Co-regulation refers to the transitional process of a student who is becoming a self-regulated learner by interacting with a more capable other such as a teacher. During a task, teachers are expected to pull back their support and give opportunities to students to take responsibility. This study aims to explore the shifting patterns of co-regulation, feedback perception, and motivation during a 5-month research project. Participants were 20 students conducting research in pairs and six teachers who supervised these students. Two videotaped supervision meetings at the beginning and end of the research process and questionnaires on feedback perception and motivation were analysed. Results on co-regulation showed a constant and comparable level of regulation at the start and at the end of students’ research projects. Feedback perception did not change, but motivation decreased significantly.
