Palazzolo, Alyssa

Salinitri, Geri

Shahbazi, Sara

English

Scholarship at UWindsor

University of WindsorScholarship at UWindsorResearch Result Summaries2019Working Towards Change: The Impact of MentorDevelopment on Associate Teachers and FacultyAdvisorsAlyssa PalazzoloUniversity of Windsor, palazzol1@uwindsor.caSara ShahbaziUniversity of Windsor, shahbazs@uwindsor.caGeri SalinitriUniversity of Windsor, sgeri@uwindsor.caFollow this and additional works at: https://scholar.uwindsor.ca/research-result-summariesConsistent with the TCPS 2 (4.7) this is a research summary provided to participants and shouldnot be considered a formal publication of results.This Completed Summary is brought to you for free and open access by Scholarship at UWindsor. It has been accepted for inclusion in Research ResultSummaries by an authorized administrator of Scholarship at UWindsor. For more information, please contact scholarship@uwindsor.ca.Recommended CitationPalazzolo, A., Shahbazi, S., & Salinitri, G. (2019). Working Towards Change: The Impact of Mentor Development on AssociateTeachers and Faculty Advisors. Retrieved from https://scholar.uwindsor.ca/research-result-summaries/74Researchers explored how a joint research initiative, focusing on the tenets of teacher mentorship, impacted Associate Teachers (ATs) and Faculty Advisors (FAs) in developing relationships and fulfilling their roles to effectively mentor pre-service teacher candidates. Participants in the study included elementary and secondary ATs and university FAs. Participants received mentor development from the Ministry of Education. Data was recorded using a triangulation of personal reflection, discussion and researcher observation. The following themes arose: supporting teacher candidates in meaningful and constructive ways; and building collaborative school university partnerships. Challenges in the study included time and minimal funding to in-service all ATs and FAs. Final recommendations based on the data analysis include: redefining the individual and collaborative roles and responsibilities of ATs and FAs; increasing the participation of FAs in professional dialogue with ATs; lastly, strengthening the mentorship network and webs for teacher candidates, as only group mentoring and one-to-one mentoring models are established at this point. Researchers hope the findings of the study will support program developers in effectively closing the gap between theory and practice and to better support preservice teacher candidates through meaningful mentorship relationships. 

Working Towards Change: The Impact of Mentor Development on Associate Teachers and Faculty Advisors

https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1085&amp;context=research-result-summaries

Working Towards Change: The Impact of Mentor Development on Associate Teachers and Faculty Advisors

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