The design and implementation of a culture to support the mentoring of pre-service teacher candidates, 2020

Item — Call Number: MU Thesis Fal

Identifier: b7930180

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2020

Creator

Falco, James (1985- ) (Author, Person)
George, William O., III (1963- ) (Thesis advisor, Person)
Henning, John E. (Thesis advisor, Person)
Mulvaney, Tracy, 1970- (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 128 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

As the research base for clinical teacher preparation continues to grow, several understudied areas remain. One such area, and the focus of this study, involves the growing need for high-quality mentors. The purpose of this qualitative research study is to examine the process for designing and implementing a culture to support the mentoring of pre-service teacher candidates. This study sets out to answer the following questions: (a) What do pre-service teacher mentors report as their role in the guidance and development of yearlong teacher candidates? (b) What do pre-service teacher mentors perceive as the most effective components and supports of a pre-service mentor training program? (c) What do preservice teacher mentors perceive they need to mentor yearlong teacher candidates more effectively? This study cites emerging research that identifies mentoring as a critical component of the clinical teacher prepartation process. It contains a qualitative analysis of ten trained yearlong clinical mentors from a suburban P-12 public school district in New Jersey. The mentors' responses to questions about their perceptions of roles, training, and needs were recorded, transcribed, and analyzed using a grounded theory approach. The analysis of their interviews produced three major categories: mentoring dispositions, mentoring strategies, and mentoring tools. Data from the three major categories linked mentoring strategies, tools, and dispositions to four primary roles: (a) mentor as professional colleague, (b) mentor as co-teacher, (c) mentor as coach, and (d) mentor as reflective partner. To better support these critical players in the clinical teacher preparation process, research findings from this study suggest the need to (a) design and implement professional development opportunities that are responsive to both the roles of yearlong clinical mentors and the motivations of adult learners, (b) support P-12 partners in communicating and reinforcing mentoring strategies, tools, and dispositions, and (c) support opportunties for innovation in mentoring and teacher preparation.

Partial Contents

List of tables -- 1. Introduction to the study -- 2. Review of literature -- 3. Research design and methodology -- 4. Results -- 5. Discussion -- References -- Appendices.