Mentoring for innovation: collaborative knowledge construction in teacher training (original) (raw)
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Journal of Asynchronous Learning …, 2010
This paper presents data about the successful use of the Mentored Innovation Model for professional development for a group of Hungarian teachers (n=23, n=20 in two iterations), which was employed in the CALIBRATE project in order to enhance their ICT skills and pedagogical competences needed for participation in a multicultural, multilingual educational innovation process. This model relied on the three basic constituents of an online community of inquiry: cognitive, social and teaching presence. Satisfaction regarding the model was explored through the observation of perceived (subjective) values provided by the participating respondents in order to identify the role of the virtual learning environments employed, activities of the facilitator and the participants' self-perceived social presence in the success of the training process. Mentoring was identified as a key factor of success in the in-service training process.
Developing Virtual Innovation and Support Networks for In-Service and Pre-Service Teachers
2021
To guide the development of VALIANT’s Virtual Exchange modules, we reviewed academic and policy literature on using online collaborative technologies to best serve the needs of the different populations taking part in VALIANT. This report begins with an exploration of European policy documentation regarding virtual collaboration in teacher education. This is followed by a review of publications which detail the pedagogical justification for using Virtual Exchange in teacher education. The remaining two sections then synthesize research on Virtual Exchange in Initial Teacher Education and research on Virtual Exchange in professional development programmes. Key issues and findings from each of these four sections and their implications for the design and implementation of the VALIANT modules are presented in the conclusion. How to cite: Sauro, S., Flogie, A., Gutierrez, B.F., Martinc, U., Nicolaou, A., O’Dowd, R. & Zemljak, D. (2021). Developing Virtual Innovation and Support Networks for In-Service and Pre-Service Teachers. https://valiantproject.eu/research- publications/
This study examines Hungarian pre-service and inservice teachers' satisfaction (n=154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology integration. The Kano model was applied to results from two surveys to identify conditions in the MIM that most contribute to overall satisfaction with online mentoring. Self-efficacy with technology was identified as a must-be attribute. Online communication was a one-dimensional attribute contributing to linear increase of mentees' satisfaction, although preservice and inservice teachers' perceptions about the mentor's activity in the MIM differed. The results reinforce the importance of online communication during online collaborative mentoring. Attributes of Pre-service and Inservice Teacher Satisfaction with Online Collaborative Mentoring Teacher education has a tradition of mentoring and apprenticeship where pre-service teachers observe mentor-teachers, receive feedback and support on initial teaching endeavors, and reflect on their experiences in real classrooms. Mentoring practices that include instructional, technical, and emotional support have been found to be necessary and effective in helping novice teachers learn how to teach and in preparing them for their future classrooms (Feiman-Nemser, 1998). This is also true of pre-service and inservice teachers learning to integrate technology in their teaching, where teacher modelling and collaboration with mentor teachers on the integrative use of technology in teaching and learning processes has been found to be effective (Aust, Newberry, O'Brian, & Thomas, 2005; Bullock, 2004).
2015
An online community of practice (OCoP) is a group of people, who are brought together by a shared interest and with the aim of deepening their understanding of an area of knowledge through regular interactions facilitated by computer mediated communication (CMC) tools. In response to critiques of current professional development (PD) approaches such as workshops and cascade training which are conducted in short periods of time allowing for only limited follow up and feedback opportunities, OCoPs can be beneficial and a viable alternative for teacher PD. This is because an OCoP potentially provides teachers with those elements of effective PD, cited in the literature, such as; collaboration, opportunities for mentoring, and sustainability over time. However, research on adopting an OCoP approach for teacher PD has been limited. Therefore, conducted within the context of English as a foreign language (EFL) teaching, the present study aimed to 1) investigate EFL teachers’ PD in learnin...
Teacher Professional Development as online collaborative learning for innovation in teaching
This chapter focuses on supporting university teachers in the UK in the more innovative use of digital technologies. Although the use of these technologies is now widespread and increasing, it is not always optimised for effective learning. It is important that teachers’ use of technology should be directed towards innovation and improvement in teaching and learning, and should not merely replicate their current practice in a digital medium. We therefore make the case for an online collaborative environment to scaffold teachers’ engagement with technology-enhanced learning. We outline the findings of our recent research into a blended approach to TPD, and use these to identify the requirements for an online collaborative environment: tools for learning design, guidance, and access to relevant resources to support teachers in their discovery of new forms of technology-enhanced teaching and learning. Such an environment, we argue, would provide a framework for a “community of innovation” in which teachers participate both as learners and researchers.
Adult Learning
Within the last decade, the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) has received increased attention in the field of online learning, yet little is known about applying key tenets of Community of Inquiry while leading a hybrid professional development initiative. This study describes how I established teaching and social presences within a 3-month community of practice comprising four educators and mentor teachers. I utilized a sociocultural perspective as I adapted concepts of teaching presence (Garrison et al., 2000) to continually reposition myself as a facilitator and caretaker. Challenges emerged as I negotiated decision making within virtual and physical learning domains. Evidence of these challenges and their relation to social presence are identified through qualitative analysis of written blogs, meeting transcripts, and journal entries. Implications for future research and practice include providing more defined roles and responsibilities for sch...
Online Learning, 2017
This study examines Hungarian pre- and inservice teachers’ satisfaction (n=154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology integration. The Kano model was applied to results from two surveys to identify conditions in the MIM that most contribute to overall satisfaction with online mentoring. Self-efficacy with technology was identified as a must-be attribute. Online communication was a one-dimensional attribute contributing to linear increase of mentees’ satisfaction, although preservice and inservice teachers’ perceptions about the mentor’s activity in the MIM differed. The results reinforce the importance of online communication during online collaborative mentoring.
On-line teacher communities constitute a very popular and dynamic field while they foster a new philosophy for professional development which is characterised as associative, constructivist, reflective, situated, collaborative, and connectivist. This paper reports on the design and the implementation of a learning community consisted of computer science teachers teaching in primary and secondary public schools (K-9), in Greece. The conceptual and the operational dimensions of the on-line community design framework are presented in detail. The architecture of an integrated platform, developed to support the teacher community, as well as the tools and the features it incorporates are also outlined. Finally, we present the findings of a pilot study concerning teachers’ presence within the community as well as their views and perceptions of community learning. The results provided supportive evidence of the effectiveness of the design framework and revealed important information with regards to critical indicators of teachers’ learning presence within the community, i.e. members’ participation, engagement, interaction and cohesion.
The Roles of Mentors in a Collaborative Virtual Learning Environment (CVLE) Project
Procedia - Social and Behavioral Sciences, 2012
This paper reports a case study on virtual mentoring and collaboration between the pre-service teachers and in-service teachers from three institutions of higher learning in Malaysia. The objective of the study is to identify the roles of the mentors in the collaborative virtual learning environment (CVLE). There were 48 pre-service teachers and 4 in-service teachers involved in the virtual collaboration via Internet Classroom Assistant (www.nicenet.org). They were placed in groups where the pre-service teachers acted as the e-mentees and the in-service teachers acted as the e-mentors. Each group was required to produce an online newsletter. The data obtained from the online postings and reflective journals of the e-mentors oles. Findings showed that the e-mentors played the roles of supporters, collaborators, editors, friends, evaluators, teachers, leaders and role models. The study recommends that teachers should involve themselves in collaboration and mentoring via asynchronous mode of CMC regardless of distance and time in order to develop professionally.
Online Professional Development for Innovative Educators
2006
The purpose of this study was to understand how teachers participate in online collaborative professional development in order to implement an innovation cluster of 1) an emerging online technology and 2) a framework for designing a constructivist-based learning environment ...