A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Interim Results of the NEST Project: An Evaluation of the Mentor Training Programme and of Adaptive Mentoring from the Perspectives of Mentors and Novice Teachers [5.3.3 REPORT 3]
This report is divided into two main parts which present interim results of the NEST project. After a short introduction on how to read this report, the first part presents results of the NEST mentor training programme. The section titled Evaluation of the Mentor Training Programme offers an overview of the mentor training programme followed by a description of the sample of mentors. Next, the NEST mentors’ perspectives on the quality of various aspects of the NEST mentor training programme are described, including the usefulness of different materials and the in-person training sessions. Further, opportunities to learn a set of valuable mentoring skills during the course of the NEST training programme are outlined. Lastly, we examine the extent to which the training resulted in changes in mentors’ mentoring foci, the mentoring practices that mentors apply, and mentors’ self-ascribed competences in a set of core areas. The second part presents results regarding the adaptive mentoring provided to novice teachers. The section titled Evaluation of Mentoring for Novice Teachers starts with a description of the school context in which novice teachers work followed by a description of the sample of novice teachers (intervention and control group). Next, the organisation of the mentoring provided by the NEST mentors is compared to the organisation of conventional mentoring. The section titled Novice Teachers’ Perspectives on Their Mentors examines novice teachers’ perceptions regarding their mentors’ mentoring practices and their mentors’ mentoring competence. The perspectives of novice teachers who received support from a NEST mentor are compared with the perspectives of novice teachers who were supported by a mentor without specialised NEST training. Lastly, the section titled Novice Teachers’ Professional Development Over Time describes novice teachers’ self-assessed needs regarding various aspects of their job, such as their need for support with dealing with various student-related challenges and their need for ...
Interim Results of the NEST Project: An Evaluation of the Mentor Training Programme and of Adaptive Mentoring from the Perspectives of Mentors and Novice Teachers [5.3.3 REPORT 3]
This report is divided into two main parts which present interim results of the NEST project. After a short introduction on how to read this report, the first part presents results of the NEST mentor training programme. The section titled Evaluation of the Mentor Training Programme offers an overview of the mentor training programme followed by a description of the sample of mentors. Next, the NEST mentors’ perspectives on the quality of various aspects of the NEST mentor training programme are described, including the usefulness of different materials and the in-person training sessions. Further, opportunities to learn a set of valuable mentoring skills during the course of the NEST training programme are outlined. Lastly, we examine the extent to which the training resulted in changes in mentors’ mentoring foci, the mentoring practices that mentors apply, and mentors’ self-ascribed competences in a set of core areas. The second part presents results regarding the adaptive mentoring provided to novice teachers. The section titled Evaluation of Mentoring for Novice Teachers starts with a description of the school context in which novice teachers work followed by a description of the sample of novice teachers (intervention and control group). Next, the organisation of the mentoring provided by the NEST mentors is compared to the organisation of conventional mentoring. The section titled Novice Teachers’ Perspectives on Their Mentors examines novice teachers’ perceptions regarding their mentors’ mentoring practices and their mentors’ mentoring competence. The perspectives of novice teachers who received support from a NEST mentor are compared with the perspectives of novice teachers who were supported by a mentor without specialised NEST training. Lastly, the section titled Novice Teachers’ Professional Development Over Time describes novice teachers’ self-assessed needs regarding various aspects of their job, such as their need for support with dealing with various student-related challenges and their need for ...
Interim Results of the NEST Project: An Evaluation of the Mentor Training Programme and of Adaptive Mentoring from the Perspectives of Mentors and Novice Teachers [5.3.3 REPORT 3]
Kindlinger, Marcus (author) / Anderson-Park, Eva (author) / Abs, Hermann Josef (author)
2023-07-05
Paper
Electronic Resource
English
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