Thursday, March 28
11:30-11:50 AM
PDT
2

Mentee-Initiated Mentoring

Brief Paper (F2F) ID: 63151
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    Lori Benoit
    McNeese State University

Abstract: Research widely supports the notion that mentoring is valuable to supporting and retaining novice teachers, strengthening experienced teachers’ content pedagogy and self-efficacy, and preparing educators to become educational leaders. The traditional notions of training for the mentor-mentee relationship are heavily targeted to the mentor role, and formal instructional design for mentees is lacking. Additionally, as more unskilled novice teachers are entering the teacher workforce, the mentor role is critical to providing valuable support for novice teachers, making mentee-initiated instructional design more valuable than ever. Therefore, mentees should be provided with formal training on how to establish and maintain a healthy mentor-mentee relationship. By training novice teachers to advocate and foster mentor relationships, education systems can help novice teachers gain agency which can transfer to other aspects of their professional character. An instructional design of a three-module course provides mentees with the conceptual understanding of the mentor-mentee relationship and enables mentees to engage in learning activities to determine suitable mentors, establish connections, and advocate for their needs in a professional and healthy way. This presentation will provide an overview of the instructional modules as well as the results of their implementation with 18 teacher mentees and suggestions for future implementation.

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