培养临床导师更强的指导能力:对导师重要专业发展主动性的实验评估

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-07-17 DOI:10.3102/01623737231183414
Matthew Ronfeldt, Matthew Truwit, Emanuele Bardelli, Kevin Schaaf, Brian Smith
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引用次数: 0

摘要

尽管导师在职前教师的培养过程中发挥着关键作用,但很少有因果定量研究探讨为导师提供专业发展(PD)对如何指导和支持候选人的影响。我们对田纳西州六个不同项目中随机提供给导师的PD机会进行了为期三年的实验评估,以调查其对导师本人及其候选人的看法和实践的影响。PD显著增加了导师提供指导的频率和导师自己的教学有效性,但没有影响候选人的满意度或准备感,尽管分配给治疗的导师的候选人更有可能找到工作。
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Cultivating Stronger Coaching in Clinical Mentors: An Experimental Evaluation of the Mentors Matter Professional Development Initiative
Despite the critical role of mentors in the preparation of preservice teachers, very little causal quantitative research has explored the effects of offering mentors professional development (PD) around how to coach and support their candidates. We conduct an experimental evaluation of a PD opportunity randomly offered to mentors within six different Tennessee programs over the course of 3 years to investigate its impacts on the perceptions and practices of both the mentors themselves and their candidates. PD significantly increased the frequency of coaching provided by mentors and mentors’ own instructional effectiveness but did not impact their candidates’ satisfaction or feelings of preparedness, though candidates of mentors assigned to treatment were marginally significantly more likely to find employment.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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