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|Title:||The Development of Mentoring Relationships in the Teaching Techniques Laboratory at the University of Illinois|
|Author(s):||Patton, Peter Lee|
|Doctoral Committee Chair(s):||Cox, C. Benjamin|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Teacher Training
Education, Curriculum and Instruction
|Abstract:||For this research project, a case study approach was used to examine the relationships that occur between supervisors and pre-service student teachers in the Teaching Techniques Laboratory at the University of Illinois.
The study used nine case studies, organized into three trilogies, to examine the intense and extended relationships between persons with widely different skill levels and experiences. Each trilogy consisted of one supervisor and two pre-service student teachers who were assigned to work together during the Spring Semester, 1992. Each of the informants was interviewed in two one hour videotaped sessions. During the nine interviews, eighteen hours of videotape was recorded. In addition to these interviews, the informants were also observed on a informal basis during a fourteen week period between January 27, 1992, and May 1, 1992. The observations took place between 9:00 a.m. and 5:00 p.m., Monday through Friday. Each informant was observed for two hours per week during the nine lesson teaching sequence. An ethnographic approach was employed to collect qualitative data.
An inferential finding of this study was that, within the confines of the sample pairings, short term mentor-novice relationships developed between the three supervisors and the six student teachers who were the focus of the interviews.
Both parties benefited from these mentor-novice relationships. The pre-service student teachers developed useful strategies for teaching and classroom management, began to look at teaching as an intellectual activity, and were helped by their supervisors to analyze their experiences in the classroom. The supervisors enjoyed sharing what they had learned with the pre-service teachers. This sharing often forced them to look at their own teaching practices and caused them to consider using teaching methods that they had not considered before.
Another finding of this study was that the supervisors usually adopted a collaborative supervision style with their pre-service student teachers with a slight tendency toward directive behavior.
It is recommended that further studies be conducted to see if these same elements occur in the student teaching practicum.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1993.
|Date Available in IDEALS:||2014-12-16|