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- Genre: Academic theses
- Creators: Buss, Ray R
- Member of: Theses and Dissertations
Description
This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature exists on the self-efficacy of teacher mentors. Bandura’s self-efficacy theory and cognitive and collaborative apprenticeship provided the foundational body of knowledge in order to understand teacher mentors’ experiences.
This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy.
The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy.
The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
ContributorsThomsen, Teri (Author) / Kulinna, Pamela (Thesis advisor) / Olson-Stewart, Kelly (Committee member) / Mosco, Michele (Committee member) / Arizona State University (Publisher)
Created2018
Description
In any instructional situation, the instructor's goal is to maximize the learning attained by students. Drawing on the adage, 'we learn best what we have taught,' this action research project was conducted to examine whether students, in fact, learned college algebra material better if they taught it to their peers. The teaching-to-learn process was conducted in the following way. The instructor-researcher met with individual students and taught a college algebra topic to a student who served as the leader of a group of four students. At the next step, the student who originally learned the material from the instructor met with three other students in a small group session and taught the material to them to prepare an in-class presentation. Students in these small group sessions discussed how best to present the material, anticipated questions, and prepared a presentation to be shared with their classmates. The small group then taught the material to classmates during an in-class review session prior to unit examinations. Quantitative and qualitative data were gathered. Quantitative data consisted of pre- and post-test scores on four college algebra unit examinations. In addition, scores from Likert-scale items on an end-of-semester questionnaire that assessed the effectiveness of the teaching-to-learn process and attitudes toward the process were obtained. Qualitative data consisted of field notes from observations of selected small group sessions and in-class presentations. Additional qualitative data included responses to open-ended questions on the end-of-semester questionnaire and responses to interview items posed to groups of students. Results showed the quantitative data did not support the hypothesis that material, which was taught, was better learned than other material. Nevertheless, qualitative data indicated students were engaged in the material, had a deeper understanding of the material, and were more confident about it as a result of their participation in the teaching-to-learn process. Students also viewed the teaching-to-learn process as being effective and they had positive attitudes toward the teaching-to-learn process. Discussion focused on how engagement, deeper understanding and confidence interacted with one another to increase student learning. Lessons learned, implications for practice, and implications for further action research were also discussed.
ContributorsNicoloff, Stephen J (Author) / Buss, Ray R (Thesis advisor) / Zambo, Ronald (Committee member) / Shaw, Phyllis J (Committee member) / Arizona State University (Publisher)
Created2011