Teaching Mentors: Is It Worth the Effort?

By C. Giebelhaus, C. Bowman. 2002

180 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/352e8384944f3950b545096381c2c9f8caf44c41

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In Education

Citations in the corpus

Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies (2021, background): “…study by e.g., Stigler & Hiebert (1999) Q-ex, Po Planning & instruction 60 Multiple- subjects/ elementary 52 weeks (occasional meetings) Giebelhaus & Bowman (2002) USA Mentoring Praxis III/Pathwise model, e.g., Jones (1992) Q-ex, Po Instruction 29 English, mathematics, social…”
Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “The value of combining these two areas of assistance is also at stake in a conclusion drawn by Glickman and Bey (1990) from a review of a large number of studies on the supervision of teachers.”
Maximizing the Potential of Mentoring: A Framework for Pre-service Teacher Education (2014, background): “…classroom based teachers who mentor pre-service teachers are often unsure of how to mentor, lack confidence in their mentoring abilities and are often unprepared for the interactions they need to engage in (Giebelhaus & Bowman, 2002; Valeni & Vogrinc, 2007; Walkington, 2005b; Wang & Odell, 2002).”
Does Cooperating Teachers’ Instructional Effectiveness Improve Preservice Teachers’ Future Performance? (2017, background): “Addressing this limitation, Giebelhaus and Bowman (2002) demonstrated that PSTs who learned to teach with CTs trained to implement a specific coaching model received significantly stronger evaluations of classroom performance by external raters.”
Becoming a teacher: student teachers’ experiences and perceptions about teaching practice (2012, background): “Amongst these variables, the literature highlights the personal characteristics, experiences and resources of the student teachers, the guidance and support of their supervisors and also the characteristics of the ethos of their school (Arregui, Perez, and Garcia 2009 ; Caires, Almeida, and Marti”
Promoting versatility in mentor teachers’ use of supervisory skills (2008, unknown): “This means that in addition to the prevalent role of advisor and instructor, mentor teachers have to develop knowledge of and supervisory skills in being effective in stimulating the student teacher towards reﬂection (Boydell, 1991; Giebelhaus & Bowman, 2002).”
Mapping mentor teachers' roles in mentoring dialogues (2008, background): “This requires training of mentor teachers (Gallego, 2001; Geldens, 2007; Giebelhaus & Bowman, 2002; Odell et al., 2000).”
Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness? (2018, background): “observations and facilitate reflective conversations with PSTs results in more frequent and higher quality feedback (Giebelhaus & Bowman, 2002).”