Mentors and School-Based Partnership

Ingredients for Professional Growth

Mary Ann Davies, Martha Brady, Emilie B Rodger, Pat Wall

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

This study investigated the impact of a school-based teacher education partnership on the professional development of participating mentor teachers. Analysis of an initial survey administered to mentor teachers revealed 11 reoccurring responses which were organized into three broad categories. Teachers reported benefits in the categories of teaching styles, addressing student needs, and program influences. A follow-up survey asked mentors to what degree involvement in the partnership increased the behaviors/attitudes identified in the initial survey. A three-point rating scale enabled mentors to indicate the perceived degree of program impact on these benefits. Mean ratings ranged from 1.8–2.6, suggesting a fairly consistent impact of partnership involvement on mentor teachers. The overall mean rating for benefits was 2.2, indicating that mentor teachers experienced “some increase” (rating of 2) on all identified behaviors/attitudes. A mean rating of 2.6 made increased self reflection the highest ranking benefit derived from the partnership. Mentors reported that the partnership also built self-confidence, promoted professional behaviors, reduced isolation, validated beliefs, increased teaming and child-centered practices, and provided other professional development opportunities.

Original languageEnglish (US)
Pages (from-to)85-96
Number of pages12
JournalAction in Teacher Education
Volume21
Issue number1
DOIs
StatePublished - Apr 1 1999

Fingerprint

teacher
rating
school
teaching style
self-confidence
rating scale
ranking
social isolation
education
student

ASJC Scopus subject areas

  • Education

Cite this

Mentors and School-Based Partnership : Ingredients for Professional Growth. / Davies, Mary Ann; Brady, Martha; Rodger, Emilie B; Wall, Pat.

In: Action in Teacher Education, Vol. 21, No. 1, 01.04.1999, p. 85-96.

Research output: Contribution to journalArticle

Davies, Mary Ann ; Brady, Martha ; Rodger, Emilie B ; Wall, Pat. / Mentors and School-Based Partnership : Ingredients for Professional Growth. In: Action in Teacher Education. 1999 ; Vol. 21, No. 1. pp. 85-96.
@article{5f65219f216c4b8097bc3edabf6a7126,
title = "Mentors and School-Based Partnership: Ingredients for Professional Growth",
abstract = "This study investigated the impact of a school-based teacher education partnership on the professional development of participating mentor teachers. Analysis of an initial survey administered to mentor teachers revealed 11 reoccurring responses which were organized into three broad categories. Teachers reported benefits in the categories of teaching styles, addressing student needs, and program influences. A follow-up survey asked mentors to what degree involvement in the partnership increased the behaviors/attitudes identified in the initial survey. A three-point rating scale enabled mentors to indicate the perceived degree of program impact on these benefits. Mean ratings ranged from 1.8–2.6, suggesting a fairly consistent impact of partnership involvement on mentor teachers. The overall mean rating for benefits was 2.2, indicating that mentor teachers experienced “some increase” (rating of 2) on all identified behaviors/attitudes. A mean rating of 2.6 made increased self reflection the highest ranking benefit derived from the partnership. Mentors reported that the partnership also built self-confidence, promoted professional behaviors, reduced isolation, validated beliefs, increased teaming and child-centered practices, and provided other professional development opportunities.",
author = "Davies, {Mary Ann} and Martha Brady and Rodger, {Emilie B} and Pat Wall",
year = "1999",
month = "4",
day = "1",
doi = "10.1080/01626620.1999.10462949",
language = "English (US)",
volume = "21",
pages = "85--96",
journal = "Action in Teacher Education",
issn = "0162-6620",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

TY - JOUR

T1 - Mentors and School-Based Partnership

T2 - Ingredients for Professional Growth

AU - Davies, Mary Ann

AU - Brady, Martha

AU - Rodger, Emilie B

AU - Wall, Pat

PY - 1999/4/1

Y1 - 1999/4/1

N2 - This study investigated the impact of a school-based teacher education partnership on the professional development of participating mentor teachers. Analysis of an initial survey administered to mentor teachers revealed 11 reoccurring responses which were organized into three broad categories. Teachers reported benefits in the categories of teaching styles, addressing student needs, and program influences. A follow-up survey asked mentors to what degree involvement in the partnership increased the behaviors/attitudes identified in the initial survey. A three-point rating scale enabled mentors to indicate the perceived degree of program impact on these benefits. Mean ratings ranged from 1.8–2.6, suggesting a fairly consistent impact of partnership involvement on mentor teachers. The overall mean rating for benefits was 2.2, indicating that mentor teachers experienced “some increase” (rating of 2) on all identified behaviors/attitudes. A mean rating of 2.6 made increased self reflection the highest ranking benefit derived from the partnership. Mentors reported that the partnership also built self-confidence, promoted professional behaviors, reduced isolation, validated beliefs, increased teaming and child-centered practices, and provided other professional development opportunities.

AB - This study investigated the impact of a school-based teacher education partnership on the professional development of participating mentor teachers. Analysis of an initial survey administered to mentor teachers revealed 11 reoccurring responses which were organized into three broad categories. Teachers reported benefits in the categories of teaching styles, addressing student needs, and program influences. A follow-up survey asked mentors to what degree involvement in the partnership increased the behaviors/attitudes identified in the initial survey. A three-point rating scale enabled mentors to indicate the perceived degree of program impact on these benefits. Mean ratings ranged from 1.8–2.6, suggesting a fairly consistent impact of partnership involvement on mentor teachers. The overall mean rating for benefits was 2.2, indicating that mentor teachers experienced “some increase” (rating of 2) on all identified behaviors/attitudes. A mean rating of 2.6 made increased self reflection the highest ranking benefit derived from the partnership. Mentors reported that the partnership also built self-confidence, promoted professional behaviors, reduced isolation, validated beliefs, increased teaming and child-centered practices, and provided other professional development opportunities.

UR - http://www.scopus.com/inward/record.url?scp=30944443463&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=30944443463&partnerID=8YFLogxK

U2 - 10.1080/01626620.1999.10462949

DO - 10.1080/01626620.1999.10462949

M3 - Article

VL - 21

SP - 85

EP - 96

JO - Action in Teacher Education

JF - Action in Teacher Education

SN - 0162-6620

IS - 1

ER -