H σχέση με τον/την μέντορα και η αυτο-αποτελεσματικότητα των φοιτητών/φοιτητριών του Τμήματος Θεολογίας Αθήνας στην πρακτική άσκηση στο σχολείο


Θαλασσογραφία, 50Χ60,ελαιογραφία, Μαρία Τσιβά, 2015
Δημοσιευμένα: Dec 23, 2021
Λέξεις-κλειδιά:
Πρακτική άσκηση Μέντορες εκπαίδευση εκπαιδευτικών μεντορική σχέση ανατροφοδότηση διδακτική αυτο-αποτελεσματικότητα
Μάριος Κουκουνάρας Λιάγκης
https://orcid.org/0000-0001-9140-4059
Μανώλης Παπαϊωάννου
https://orcid.org/0000-0001-9821-6480
Ελένη-Άννα Αποστολάκη
https://orcid.org/0000-0002-8783-5144
Περίληψη

Στο άρθρο διερευνώνται οι αντιλήψεις Υποψήφιων Εκπαιδευτικών (ΥΕ), φοιτητών/τριών του Τμ. Θεολογίας ΕΚΠΑ, για τους παράγοντες που επηρεάζουν την αυτο-αποτελεσματικότητά τους στη Πρακτική Άσκηση (ΠΑ) στο σχολείο, στο πλαίσιο της απόκτησης της Παιδαγωγικής και Διδακτικής Επάρκειας. Συμμετείχαν 83 ΥΕ, τη χρονιά 2019-20. Μελετήθηκαν ξεχωριστά τέσσερεις διαστάσεις της μεντορικής καθοδήγησης και συγκεκριμένα: α) η ποιότητα σχέσης Μέντορα και ΥΕ, β) η μεντορική υποστήριξη, γ) η διάρκεια και ο χαρακτήρας της ανατροφοδότησης, δ) η αυτονομία των ΥΕ στην επιλογή και δοκιμασία διδακτικών δραστηριοτήτων, σε συσχέτιση με τις αντιλήψεις των ΥΕ για την αποτελεσματικότητά τους στη διδασκαλία (διδακτική αυτο-αποτελεσματικότητα). Από την ανάλυση δεδομένων προκύπτει ότι η καλή σχέση και η υποστήριξη που δέχονται οι ΥΕ από τους/τις Μέντορες σχετίζεται σε ένα βαθμό θετικά με την αυτο-αποτελεσματικότητά τους στη διδασκαλία. Επίσης, όταν η ανατροφοδότηση λειτουργεί θετικά σε πρακτικό εκπαιδευτικό επίπεδο για τους/τις ΥΕ, αυτό σχετίζεται με την αυτο-αποτελεσματικότητά τους στη διδασκαλία, κάτι που δεν συμβαίνει αντίστοιχα με τη διάρκειά της. Τέλος, όσο μειώνεται η συνεισφορά των Μεντόρων Εκπαιδευτικών (ΜΕ) στην επιλογή και την εφαρμογή των διδακτικών δραστηριοτήτων των ΥΕ, τόσο περισσότερο οι ΥΕ αισθάνονται μεγαλύτερη αυτο-αποτελεσματικότητα στη διδασκαλία. Η έρευνα αναδεικνύει σημαντικά κριτήρια για τον μελλοντικό σχεδιασμό προγραμμάτων ΠΑ φοιτητών/τριών ή εκπαίδευσης Μεντόρων.  

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Βιογραφικά Συγγραφέων
Μάριος Κουκουνάρας Λιάγκης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Τμήμα Θεολογίας ΕΚΠΑ, Αναπληρωτής Καθηγητής
Μανώλης Παπαϊωάννου, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Εκπαιδευτικός Θεολόγος Β'θμιας Εκπαίδευσης, υπ. δρ. Τμήμα Θεολογίας ΕΚΠΑ
Ελένη-Άννα Αποστολάκη, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Εκπαιδευτικός Θεολόγος, Μεταπτυχιακή Φοιτήτρια, Τμήμα Θεολογίας ΕΚΠΑ
Αναφορές
Aderibigbe, S. (2014). Collaborative Mentoring Pedagogy in Initial Teacher Education: Lessons from a Scottish Context. International Teacher Education: Promising Pedagogies (Part A), 22, 383-401. https://doi.org/10.1108/S1479-368720140000022001
Aderibigbe, S., Colucci-Gray, L., & Gray, D. S. (2016). Conceptions and Expectations of Mentoring Relationships in a Teacher Education Reform Context. Mentoring & Tutoring: Partnership in Learning, 24(1), 8-29. https://doi.org/10.1080/13611267.2016.1163636
Aderibigbe, S., Gray, D. S., & Colucci-Gray, L. (2018). Understanding the nature of mentoring experiences between teachers and student teachers. International Journal of Mentoring and Coaching in Education, 7(1), 54-71. https://doi.org/10.1108/IJMCE-04-2017-0028
Agudo, M. J. (2016). What Type of Feedback do Student Teachers Expect from their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers. Australian Journal of Teacher Education, 41(5), 36-51. http://dx.doi.org/10.14221/ajte.2016v41n5.3
Attard Tonna, M., Bjerkholt, E., & Holland, E. (2017). Teacher mentoring and the reflective practitioner approach. International Journal of Mentoring and Coaching in Education, 6(3), 210-227. https://doi.org/10.1108/IJMCE-04-2017-0032
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company.
Bentley, E., Workman, M., & Overby, A. (2017). Being “adopted” into a teaching community: Exploring mentoring relationships in a yearlong field placement. International Journal of Mentoring and Coaching in Education, 6(3), 228-241. https://doi.org/10.1108/IJMCE-03-2017-001
Brondyk, S., & Searby, L. (2013). Best practices in mentoring: complexities and possibilities. International Journal of Mentoring and Coaching in Education, 2(3), 189-203. https://doi.org/10.1108/IJMCE-07-2013-0040
Bronkhorst, L. H., Koster, B., Meijer, P. C., & Woldman, N. (2014). Exploring student teachers’ resistance to teacher education pedagogies. Teaching and Teacher Education, 40, 73-82. http://dx.doi.org/10.1016/j.tate.2014.02.001
Brown, A. L., Lee, J., & Collins, D. (2015). Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness. Teaching Education, 26(1), 77-93. https://doi.org/10.1080/10476210.2014.957666
Charalambous, C. Y., Philippou, G. N., & Kyriakides, L. (2008). Tracing the development of preservice teachers' efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67(2), 125-142. https://doi.org/10.1007/s10649-007-9084-2
Christian, B. J. (2017). Primary Pre-Service Teachers’ Perceptions of Course Related Factors that Enhance Instructional Self-Efficacy. Australian Journal of Teacher Education Australian Journal of, 42(2), 14-27. http://dx.doi.org/10.14221/ajte.2017v42n2.2
Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating Teacher Participation in Teacher Education: A Review of the Literature. Review of Educational Research, 84(2), 163–202. https://doi.org/10.3102/0034654313499618
Colson, T., Sparks, K., Berridge, G., Frimming, R., & Willis, C. (2017). Pre-Service Teachers and Self-Efficacy: A Study in Contrast. Discourse and Communication for Sustainable Education, 8(2), 66-76. https://doi.org/10.1515/dcse-2017-0016
Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., & Bergen, T. (2011). Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues. Teaching and Teacher Education, 27, 320-331. https://doi.org/10.1016/j.tate.2010.08.014
Ellis, N., Alonzo, D., & Nguyen, H. (2020). Elements of a quality pre-service teacher mentor: A literature review. Teaching and Teacher Education, 92, 103072. https://doi.org/10.1016/j.tate.2020.103072
Fawzi, H., & Alddabous, S. (2019). Preservice teachers' perceptions and preferences of feedback process. International Journal of Education, Learning and Development, 7(1), 36-47. https://doi.org/10.13140/RG.2.2.10132.45442
Ferrier-Kerr, J. L. (2009). Establishing professional relationships in practicum settings. Teaching and Teacher Education, 25(6), 790–797. https://doi.org/10.1016/j.tate.2009.01.001
Hayes, D. (2001). The Impact of Mentoring and Tutoring on Student Primary Teachers' Achievements: A case study. Mentoring & Tutoring: Partnership in Learning, 9(1), 5-21. https://doi.org/10.1080/13611260120046656
Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Mapping mentor teachers’ roles in mentoring dialogues. Educational Research Review, 3(2), 168–186. https://doi.org/10.1016/j.edurev.2008.01.001
Hobson, A. J. (2016). Judgementoring and how to avert it: Introducing ONSIDE Mentoring for beginning teachers. International Journal of Mentoring and Coaching in Education, 5(2), 87-110. https://doi.org/10.1108/IJMCE-03-2016-0024
Hobson, A. J., & Malderez, A. (2013). Judgementoring and other threats to realizing the potential of school‐based mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 2(2), 89-108. https://doi.org/10.1108/IJMCE-03-2013-0019
Hoffman, J. V., Wetzel, M., Maloch, B., Greeter, E., Taylor, L., DeJulio, S., & Vlach, S. (2015). What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review. Teaching and Teacher Education, 52, 99-112. https://doi.org/10.1016/j.tate.2015.09.004
Hudson, P. (2016). Forming the Mentor-Mentee Relationship. Mentoring & Tutoring: Partnership in Learning, 24(1), 30-43. https://doi.org/10.1080/13611267.2016.1163637
Izadinia, M. (2016). Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? Professional Development in Education, 42(3), 387-402. http://dx.doi.org/10.1080/19415257.2014.994136
Izadinia, M. (2018). Mentor Teachers. Contributions to the Development of Preservice Teachers’ Identity. Στο P. Schutz, J. Hong, & D. Cross Francis (Επιμ.), Research on Teacher Identity (σσ. 109-119). Springer.
Jones, R., & Brown, D. (2011). The Mentoring Relationship as a Complex Adaptive System: Finding a Model for Our Experience. Mentoring & Tutoring: Partnership in Learning, 19(4), 401-418. https://doi.org/10.1080/13611267.2011.622077
Jones, L., Tones, S., & Foulkes, G. (2018). Mentoring associate teachers in initial teacher education: the value of dialogic feedback. International Journal of Mentoring and Coaching in Education, 7(2), 127-138. https://doi.org/10.1108/IJMCE-07-2017-0051
Kalsoom, T., Showunmi, V., & Ibrar, I. (2019). A Systematic Literature Review on the Role of Mentoring and Feedback in Improvement of Teaching Practicum. Sir Syed Journal of Education & Social Research, 2(2), 20-32. https://doi.org/10.36902/sjesr-vol2-iss2-2019
Kim, M., & Schallert, D. L. (2011). Building caring relationships between a teacher and students in a teacher preparation program word-by-word, moment-by-moment. Teaching and Teacher Education, 27(7), 1059-1067. https://doi.org/10.1016/j.tate.2011.05.002
Κοτσανά, Β. (2018). Διερεύνηση των Αντιλήψεων των Φοιτητών του ΠΤΔΕ για τη Διδακτική τους Αυτοαποτελεσματικότητα πριν και μετά την Πρακτική τους Άσκηση. Ανακτήθηκε από https://nemertes.lis.upatras.gr/jspui/handle/10889/12473
La Paro, K. M., Lippard, C., Fusaro, M., & Cook, G. (2020). Relationships in early practicum experiences: positive and negative aspects and associations with practicum students’ characteristics and teaching efficacy. Journal of Early Childhood Teacher Education, 41(4), 338-358. https://doi.org/10.1080/10901027.2019.1668889
La Paro, K. M., Van Schagen, A., King, E., & Lippard, C. (2018). A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships. Early Childhood Education Journal, 46, 365–375. https://doi.org/10.1007/s10643-017-0872-8
Lejonberg, E., & Tiplic, D. (2016). Clear Mentoring: Contributing to Mentees’ Professional Self-confidence and Intention to Stay in their Job. Mentoring & Tutoring: Partnership in Learning, 24(4), 290-305. https://doi.org/10.1080/13611267.2016.1252110
Liou, Y.-H., Daly, A. J., Canrinus, E. T., Forbes, C. A., Moolenaar, N. M., Cornelissen, F., . . . Hsiao, J. (2016). Mapping the social side of pre-service teachers: connecting closeness, trust, and efficacy with performance. Teachers and Teaching, 23(6), 635-657. http://dx.doi.org/10.1080/13540602.2016.1218329
Manning, C., & Hobson, A. J. (2017). Judgemental and developmental mentoring in further education initial teacher education in England: mentor and mentee perspectives. Research in Post-Compulsory Education, 22(4), 574-595. https://doi.org/10.1080/13596748.2017.1381377
Matsko, K.-K., Ronfeldt, M., Greene Nolan, H., Klugman, J., Reininger, M., & Brockman, S. L. (2020). Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness? Journal of Teacher Education, 71(1), 41-62. https://doi.org/10.1177/0022487118791992
Nolan, A. (2017). Effective mentoring for the next generation of early childhood teachers in Victoria, Australia. Mentoring & Tutoring: Partnership in Learning, 25(3), 272-290. https://doi.org/10.1080/13611267.2017.1364800
Nurlaelawati, I., & Sri Lengkanawati, N. (2020). Accelerating Preservice Teachers’ Learning in Teaching Practicum through Instructional Coaching. Στο Advances in Social Science, Education and Humanities Research. Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Vol. 509 (σσ. 354-359). Atlantis Press SARL.
Oh, S. (2011). Preservice Teachers’ Sense of Efficacy and Its Sources. Psychology, 2(3), 235-240. Doi: 10.4236/psych.2011.23037
Patrick, R. (2013). Don’t rock the boat”: conflicting mentor and pre-service teacher narratives of professional experience. The Australian Educational Researcher, 40, 207–226. https://doi.org/10.1007/s13384-013-0086-z
Pillen, M., Beijaard, D., & den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19(6), 660-678. https://doi.org/10.1080/13540602.2013.827455
Poulou, M. (2007). Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions. Educational Psychology, 27(2), 191-218. https://doi.org/10.1080/01443410601066693
Rajuan, M., Beijaard, D., & Verloop, N. (2007). The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers. Mentoring & Tutoring: Partnership in Learning, 15(3), 223-242. https://doi.org/10.1080/13611260701201703
Rakicioglu-Soylemez, A., & Eroz-Tuga, B. (2014). Mentoring Expectations and Experiences of Prospective and Cooperating Teachers during Practice Teaching. Australian Journal of Teacher Education, 39(10), 146-168. http://dx.doi.org/10.14221/ajte.2014v39n10.10
Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers’ development in the first years of practice. Teaching and Teacher Education, 36, 166-177. https://doi.org/10.1016/j.tate.2013.07.012
Rippon, J. H., & Martin, M. (2006). What makes a good induction supporter? Teaching and Teacher Education, 22, 84–99. https://doi.org/10.1016/j.tate.2005.07.004
Sayeski, K. L., & Paulsen, K. J. (2012). Student Teacher Evaluations of Cooperating Teachers as Indices of Effective Mentoring. Teacher Education Quarterly, 39(2), 117-130. Ανακτήθηκε από https://files.eric.ed.gov/fulltext/EJ989787.pdf
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Van Ginkel, G., Oolbekkink, H., Meijer, P. C., & Verloop, N. (2016). Adapting mentoring to individual differences in novice teacher learning: the mentor’s viewpoint. Teachers and Teaching, 22(2), 198-218. https://doi.org/10.1080/13540602.2015.1055438
Van Schagen Johnson, A., La Paro, K. M., & Crosby, D. A. (2017). Early Practicum Experiences: Preservice Early Childhood Students’ Perceptions and Sense of Efficacy. Early Childhood Education Journal, 45, 229–236. https://doi.org/10.1007/s10643-016-0771-4
Van Velzen, C., Volman, M., Brekelmans, M., & White, S. (2012). Guided work-based learning: Sharing practical teaching knowledge with student teachers. Teaching and Teacher Education, 28(2), 229-239. https://doi.org/10.1016/j.tate.2011.09.011
Waber, J., Hagenauer, G., & de Zordo, L. (2020). Student teachers’ perceptions of trust during the team practicum. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2020.1803269
Wang, J., & Fulton, L. A. (2012). Mentor-Novice Relationships and Learning to Teach in Teacher Induction: A Critical Review of Research. Multidisciplinary Journal of Educational Research, 2(1), 56-104. http://dx.doi.org/10.4471/remie.2012.03
Φρυδάκη, Ε. (2015). Η επαγγελματική ταυτότητα του εκπαιδευτικού και το μέλλον της διδασκαλίας. Αθήνα: Κριτική.
Yoon, J., & Kim, J. (2019). A sociocultural theoretical approach to understanding mentor–mentee interactions during a Teaching English as a Second Language practicum at the master’s degree level. Mentoring & Tutoring: Partnership in Learning, 27(1), 88-108. https://doi.org/10.1080/13611267.2019.1583411
Young, R. W., & Cates, C. M. (2010). Listening, Play, and Social Attraction in the Mentoring of New Teachers. Mentoring & Tutoring: Partnership in Learning, 18(3), 215-231. https://doi.org/10.1080/13611267.2010.492938
Τα περισσότερο διαβασμένα άρθρα του ίδιου συγγραφέα(s)