The Effects of E-Mentoring on Beginning Teacher Competencies and Perceptions

Autor/inn/en	Hunt, Jessica H.; Powell, Selma; Little, Mary E.; Mike, Alyson
Titel	The Effects of E-Mentoring on Beginning Teacher Competencies and Perceptions
Quelle	In: Teacher Education and Special Education, 36 (2013) 4, S.286-297 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406413502734
Schlagwörter	Special Education; Special Education Teachers; Beginning Teachers; Beginning Teacher Induction; Mentors; Computer Uses in Education; Computer Mediated Communication; Statistical Significance; Teacher Education; Teacher Attitudes; Demography; Teacher Characteristics; Measures (Individuals); Questionnaires; Likert Scales; Focus Groups; Pretests Posttests; Teacher Competencies; Mixed Methods Research; Multivariate Analysis + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Computernutzung; Computerkonferenz; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Demografie; Messdaten; Fragebogen; Likert-Skala; Lehrkunst; Multivariate Analyse
Abstract	There is a critical need to mentor novice special education teachers to meet the current and projected teacher shortages. However, due to the various skill-levels of beginning special education teachers in schools and the small number of current special educators in each school who could serve as mentors, there is difficulty finding induction-level mentors that possess similar or the same teaching credentials or teaching assignments as mentees in the same schools or geographical regions. Electronic mentoring (e-mentoring) using technology initiates solutions as e-mentoring can provide synchronous and asynchronous mentoring opportunities which increase collaboration time and reduce feelings of isolation and increases efficacy among new teachers. The article presents the findings from research using a mixed methods design investigating novice special education teacher knowledge of professional competencies and the participant's perceptions of effectiveness of induction-level mentoring through the pilot use of an electronic mentoring program. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10