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| Author | : Michael Mawer |
| Publisher | : Psychology Press |
| Total Pages | : 264 |
| Release | : 1996 |
| Genre | : Education |
| ISBN | : 9780750705646 |
A detailed study of all aspects of mentoring in PE. The views of teachers in the UK, Australia and the USA are combined to discuss issues such as the need of PE mentors in schools, planning mentor training programmes and trainees' experiences of mentoring.
| Author | : Fiona C. Chambers |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2015 |
| Genre | : Coaches (Athletics) |
| ISBN | : 9780415745765 |
Mentoring is a core element of any successful teacher education or coach education programme, with evidence suggesting that teachers and coaches who are mentored early in their careers are more likely to become effective practitioners. This is the first book to introduce key theory and best practice in mentoring for mentors and mentees, focusing on the particular challenges and opportunities in physical education and sports coaching. Written by a team of international experts with practical experience of mentoring in PE and coaching, the book clearly explains what mentoring is and how it should work, illustrated with real mentoring stories, practical guidance and definitions of key terms.
| Author | : |
| Publisher | : |
| Total Pages | : 86 |
| Release | : 2005 |
| Genre | : |
| ISBN | : |
| Author | : Christopher James Nightingale |
| Publisher | : |
| Total Pages | : 268 |
| Release | : 2009 |
| Genre | : |
| ISBN | : |
Abstract: The purpose of this dissertation was to conduct a qualitative analysis of a mentoring program that was specifically administered by and designed to address the needs of physical educators from an urban school district in Massachusetts. The research objectives were to explore the attitudes and impressions of the stakeholders that participate in this physical education mentoring program and to investigate whether these stakeholders believed that physical education mentoring was an effective tool to increase new teacher retention and job performance, and to offer recommendations for the institution of physical education mentoring programs in other school districts and settings. Data collection efforts involved a multi-method approach consisting of a literature review, a survey of current practices in physical education mentoring in Massachusetts, interviews with a series of stakeholders in the physical education mentoring program, review of documents related to the administration of this program, and direct observation of key events including new teacher meetings and mentoring sessions. Areas of key findings include chemistry and personality, social support, attitude development, professional development, information dissemination, learning from past experiences, outside factors, program support, and physical education mentoring. Additionally, results indicate a belief by the case study stakeholders that physical education mentoring is an important part of the development of new teachers in this district and that it is beneficial in improving both new teacher retention and job performance. General recommendations for implementing a physical education mentoring program include pairing of mentors with new physical educators, offering incentives to recruit the best candidates to serve as prospective mentors, providing training in mentoring skills for prospective mentors, and offering opportunities for mentors and mentees to establish a relationship prior to the start of the school year.
| Author | : Susan Capel |
| Publisher | : Routledge |
| Total Pages | : 274 |
| Release | : 2018-10-03 |
| Genre | : Education |
| ISBN | : 1351671189 |
Mentoring Physical Education Teachers in the Secondary School helps trainee and newly qualified mentors of physical education teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on the best research and evidence, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets, and examples of dialogue with beginning physical education teachers. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding physical education teachers. Key topics explained include: Roles and responsibilities of mentors Developing a mentor-mentee relationship Guiding beginning physical education teachers through the lesson planning process Observations and pre- and post-lesson discussions Filled with the key tools needed for the mentor’s individual development, Mentoring Physical Education Teachers in the Secondary School offers an accessible guide to mentoring physical education teachers with ready-to-use strategies that support, inspire and elevate both mentors and beginning teachers alike.
| Author | : Alice Fornari |
| Publisher | : Springer Nature |
| Total Pages | : 159 |
| Release | : 2022-01-11 |
| Genre | : Education |
| ISBN | : 3030869350 |
This IAMSE Manual, Mentoring Across the Continuum, is a product of its co-editors' and authors’ lifetime work in mentoring faculty and studying the impact of this mentoring. The book defines the field of academic medicine as highly dependent on finding and relating to mentors at virtually every stage of a doctor's career. It describes and analyzes successful mentor/mentee relationships, examining the authors' personal experiences, as well as a data-driven approach, to explore the many different roles and perspectives on mentoring relationships and ultimately the mentoring culture. The editors look at the data with respect to the success of different strategies in mentoring, as well as different structures of diverse mentoring programs. As well, proven ways to deliver these programs successfully for all professionals who lead mentoring programs or are active participants as mentees. There is a special emphasis on the mentoring of medical educators. However, the themes explored in this book are generalizable beyond the medical educator to include diverse academic roles across the continuum. In particular, enumerating the many specific roles of a mentor beyond just the traditional concepts adds breadth and depth to understanding what can be gained from mentor-mentee relationships. This Manual is a valuable resource for clinicians, educators, and trainees in addition to anyone involved in medical education and progressing through the stages of practicing, teaching, and learning in medicine. This Manual represents a meaningful addition to the literature on this most important professional subject.
| Author | : Mick Mawer |
| Publisher | : Routledge |
| Total Pages | : 254 |
| Release | : 2002-11-01 |
| Genre | : Education |
| ISBN | : 9780203454169 |
A detailed study of all aspects of mentoring in PE. The views of teachers in the UK, Australia and the USA are combined to discuss issues such as the need of PE mentors in schools; planning mentor training programmes and trainees' experiences of mentoring.
| Author | : Roberta E. Faust |
| Publisher | : |
| Total Pages | : |
| Release | : 2004 |
| Genre | : Mentoring in education |
| ISBN | : |
Abstract: Research supports the use of mentoring programs and induction assistance for retaining quality teachers and easing beginning teachers' transition into their professional roles. Observation has been documented in the research literature as a strategy for mentoring yet there are few physical education studies that have use other mentoring strategies for assisting beginning physical educators during their induction years. This qualitative study explored the perceptions of four beginning physical educators regarding the usefulness of three mentoring strategies (observation, telephone mentoring and telementoring). Other supporting research questions related to the teachers' concerns and resources utilized. Participants taught in a high school and middle schools located in urban, suburban and rural areas of the Midwest. Data were collected over six weeks during spring 2000 through formal and informal interviews, observations with field notes, audiotaped telephone mentoring sessions, telementoring emails saved to discs, and documents such as lesson plans and handouts and teaching artifacts. Collected data from the case studies were analyzed using constant comparison among the various data sources. A cross case/site analysis was conducted to explore emerging themes as well as similarities and differences across the cases. One of the key findings was that concerns of these participants were similar to other beginning teachers. Secondly, adequate resources were available to support and assist the participants in addressing their concerns. Third, although a wealth of resources was provided by the researcher few were utilized. Finally, each of the three mentoring strategies was useful to the beginning physical education teachers in this study and they found the combination of the three mentoring strategies to be the most useful.
| Author | : Lauren Bean |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : |
| ISBN | : |
Mentorship aids in student retention and creating quality PE teachers but socialization of preservice teachers (PSTs) can hinder continuation of best practices when transitioning into the profession. This study investigated how occupational socialization phases interact with perceptions of quality mentor relationships of 25 current students and alumni in a Physical Education Teacher Education (PETE) program. Utilizing an exploratory qualitative design, participants from professional and organizational occupational socialization phases were interviewed. Frameworks implemented were the theories of occupational socialization (Lawson, 1983; Templin & Schempp, 1989) and indicators of quality mentor relationships (France & Petitpas, 2015). Data were analyzed through the method of Consensual Qualitative Research (Hill et al., 2005). Participants identified five categories that informed their perceptions of quality mentor relationships: building trust, instilling confidence, buy-in, investment and growth, and opportunities. Additionally, participants identified five categories that informed the perceptions of the impact from their mentor: instilling PE pedagogical skills and perspectives, continued connection, emulating their mentors, application of PE pedagogical skills and perspectives, and see the bigger picture. Participants within the professional phase supported previous research of being active agents in their socialization. In opposition, mentors had positive influences on participants’ negotiation of their beliefs and perceptions of PE when entering the organizational phase. PETE students benefit from quality mentor relationships, which take time to form. Faculty should engage in training on the foundations of building quality relationships and understanding their students’ socialization of PE to be more impactful in shaping the future practices of PSTs.
| Author | : James Perry Kallusky |
| Publisher | : |
| Total Pages | : 146 |
| Release | : 1991 |
| Genre | : Children with social disabilities |
| ISBN | : |
