The extent to which mentor teachers are able to address mentees' individual needs is an important factor in the success of mentoring. A two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID, is explored empirically. Data regarding five aspects of mentoring dialogues were collected, using a sample of 20 transcriptions of mentoring dialogues, in which 112 topics were discussed and 440 mentor teacher utterances emerged. Correlations between the five aspects were determined and a cluster analysis was conducted. There is empirical support for the model. It is a useful framework to promote reflection on mentor teachers' supervisory behaviour.
DOCUMENT
Mentoring dialogues play an important role in the supervision of prospective teachers. Mentor teachers have the dual role of guiding the students in the workplace and of stimulating students to reflect and learn from their teaching experiences. Does this happen in practice? This study describes the supervisory behavior of mentor teachers during their mentoring dialogues with prospective teachers by analysing 4 aspects of the dialogue: content, mentor teachers' role, the phases and time. There were three phases in the analysis of the literature. The results indicate that while teachers are effective in the guidance of prospective teachers in the workplace, they are not so effective in the area of stimulating reflection in the prospective teacher. In the mentoring dialogues it is usually the mentor teacher who is the dominant interlocutor; raising issues of organization, directing the prospective teacher in a prescriptive manner, deciding the content of the dialogue, not structuring the dialogue in phases and doing most of the talking. However, studies in this area vary greatly in the presentation of the issues and offer little coherence or correlation. So after looking at the literature, we propose a model where the roles of the mentor teachers can be catagorised and where the data collected can be correlated with the existing literature.
DOCUMENT
This paper describes a research about the changing role and competences of teachers and the willingness of the teachers to change. The researchers developed and conducted a survey at Fontys University of Applied Sciences department engineering to find out how teachers teach and how they would want to teach. The conclusion drawn from this research results in five subjects of attention: 1 To investigate new teaching competences 2 To investigate new teaching strategies 3 To develop collaborating professional environments for teachers 4 To develop a formal declaration of how companies can participate effectively in the process of the transition of youngsters to professional practitioners 5 To investigate how the organization should change their culture and structure towards a professional learning environment for students and teachers. The above mentioned items will be subject of further research in the coming study year. The main goal is to develop a business case or strategic plan on how to implement change in teaching engineering education.
MULTIFILE
Advances in technology are opening up new learning opportunities, consequently having an impact on conventional teaching and learning concepts. The roles of teachers, students and universities are also being transformed worldwide. The Academy for Leisure & Events of BUas has always been part of the above quest.Therefore, it is crucial that teaching methods and learning experiences in higher education are dynamic and continuously incorporate innovative approaches as well as integrate new technologies. After all, it is essential to be prepared for the way students learn nowadays and for the future demand coming.It is now more important than ever, especially considering the challenging coronavirus times we are in, for Breda University of Applied Sciences – as a partner of this project – to actively contribute to strengthening staff capacities in innovative teaching and learning methods and digital skills. For instance by offering training courses in a blended model, combining face-to-face teacher training with MOOCs and e-learning.As designing meaningful experiences has always been at the heart of the mission and work ofthe Academy for Leisure & Events, this project builds upon further extension of networks in teaching and learning innovation in national and international higher education contexts.Partners:FH Joanneum University of Applied Sciences, Universidad Carlos III de Madrid, Universidad de Lima, Universidad Catolica San Pablo, Universidad de Piura, Universidad Austral de Chile, Universidad de Santiago de Chile, Universidad Vina del Mar
