Mentoring for online teachers

The purpose of this chapter is twofold. First, we provide a synthesis of what is known about mentoring in general, mentoring for K-12 brick and mortar teachers, and mentoring for K-12 online teachers. In order to synthesize this literature we have divided it into the broad categories of (1) the benefits and challenges of mentoring, (2) characteristics of effective mentors, (3) characteristics of effective mentees, (4) characteristics of effective mentoring programs, and (5) strategies to support mentoring. Second, we use this knowledge as a springboard to suggest policy and research implications for the mentoring of K-12 online teachers.

[1]  Jian Wang.  Contexts of mentoring and opportunities for learning to teach: a comparative study of mentoring practice , 2001 .

[2]  L. Vygotsky.  Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[3]  Michael K. Barbour,et al.  Continuing Change in a Virtual World: Training and Recruiting Instructors , 2009 .

[4]  Jian Wang,et al.  Mentored Learning to Teach According to Standards-Based Reform: A Critical Review , 2002 .

[5]  L. Gruppen,et al.  Twelve tips for developing effective mentors , 2006, Medical teacher.

[6]  Lisa Abrams,et al.  Using Mentoring and Storytelling to Transfer Knowledge in the Workplace , 2001, J. Manag. Inf. Syst..

[7]  A. Kluger,et al.  The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. , 1996 .

[8]  A. Bandura.  Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychological review.

[9]  Monica L. Forret.  Issues facing organizations when implementing formal mentoring programmes , 1996 .

[10]  Carolyn M. Evertson,et al.  Mentoring Effects on Protégés' Classroom Practice: An Experimental Field Study , 2000 .

[11]  Hope J. Hartman.  Metacognition in learning and instruction : theory, research and practice , 2001 .

[12]  Gary R. Morrison,et al.  Designing Effective Instruction , 1997 .

[13]  Richard E. Clark,et al.  Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching , 2006 .

[14]  R. Ballantyne,et al.  Mentoring Beginning Teachers: a qualitative analysis of process and outcomes , 1995 .

[15]  K. Dawson,et al.  Preservice Teachers' Experience in a Virtual School , 2013 .

[16]  Leanna Archambault,et al.  Research Committee Issues Brief: An Exploration of At-Risk Learners and Online Education. , 2010 .

[17]  J. Flavell.  Metacognitive aspects of problem solving , 1976 .

[18]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[19]  S. Feiman-Nemser.  Teachers as Teacher Educators. , 1998 .

[20]  Cathy Cavanaugh,et al.  Online Teacher Support Programs: Mentoring and Coaching Models , 2008 .

[21]  S. Merriam,et al.  E-mentoring: Using Computer Mediated Communication to Enhance the Mentoring Process , 2002 .

[22]  Lew Perren,et al.  The role of e‐mentoring in entrepreneurial education and support: a meta‐review of academic literature , 2003 .

[23]  Deborah Lavin Colky,et al.  Mentoring in the virtual organization: keys to building successful schools and businesses , 2006 .

[24]  Julia Carpenter,et al.  An exploratory study of the role of teaching experience in motivation and academic achievement in a virtual ninth grade English I course , 2011 .

[25]  K. Kram.  Mentoring at Work: Developmental Relationships in Organizational Life , 1985 .