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New Teacher Learning in a Digital Me...

Vaughan Marra, Jessica C.

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New Teacher Learning in a Digital Mentoring Environment: Voices of the Mentors.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	New Teacher Learning in a Digital Mentoring Environment: Voices of the Mentors./
作者:	Vaughan Marra, Jessica C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	284 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27536182
ISBN:	9781687928375

New Teacher Learning in a Digital Mentoring Environment: Voices of the Mentors.
Vaughan Marra, Jessica C.

New Teacher Learning in a Digital Mentoring Environment: Voices of the Mentors. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 284 p.

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (Ph.D.)--University of Michigan, 2019.

This item must not be sold to any third party vendors.

The purpose of this study was to describe mentor perceptions of mentee learning in the digital mentoring environment. Research questions included: (a) How do mentors describe their experiences within the digital environment?; (b) How do mentors describe changes in mentee teaching practice as evidence of mentee learning?; (c) How do mentors describe the emergence of their mentoring practices in response to the learning of each mentee?This multiple case study examined two cases each with one mentor and two mentees working together during the 2017-18 school year in a digital mentoring environment. The two cases were bound by the mentor communications, experiences, and interactions with their mentees during this school year. Andragogy was used as the theoretical framework to guide portions of the investigation and data analysis to feature mentee learning (Knowles, 1984; Knowles, Holton, & Swanson, 2005). My rich background as a new teacher mentor working in digital mentoring prior to this study provided me with a unique opportunity to intentionally include myself, in conjunction with a second mentor participant, to self-study our experiences (Bullough & Pinnegar, 2001; Loughran, 2007a). This was enacted through journaling, verbal reflections, and discussions to systematically reflect on our experiences and unique perspectives as mentors in this study (Kleinsasser, 2000; Samaras, 2019). Data for this study was categorized into seven typologies: mentoring meetings, mentor debrief meetings, digital written communication, journals, reflexive meetings, interviews, focus group, and additional supplemental artifacts.viiFindings for this study were organized into four main threads describing: (a) the digital mentoring environment, (b) mentoring approaches, (c) mentor's perceptions of their mentee's learning, and (d) mentors adjusting mentoring approaches to mentee's needs. Benefits and challenges of mentoring within the digital environment of the study, along with key findings associated with the research questions and theoretical framework, are presented. Advantages of the digital space were noted in terms of how this environment allowed for flexible meeting times and ease in sharing materials during meetings. The themes associated with these ideas were: (a) flexible check-ins with mentees, (b) sharing of materials, and (c) flexibility of meeting times. Challenges encountered while mentoring in the digital environment helped illuminate how mentor participants modified their approaches through: (a) establishing contingency plans, (b) responding to unintentionally delayed responses, (c) access to a fuller story: critical context of teaching footage, and (d) mentee responsibility in mentoring and mutual planning.Mentoring strategies and approaches enacted in response to observations of mentee learning included: (a) intentional redirection, (b) elaborating and expanding ideas, (c) presenting rationale, (d) mentoring through story, and (e) prioritizing curriculum. Mentors changed and adapted their mentoring approaches based on how they noted evidence of mentee learning. Changes to mentoring practices were noted based on: (a) flexible preparation, (b) mentors second-guessing themselves, and (c) mentors seeking support. Mentee learning was described by mentors in terms of: (a) evidence of mentee learning: what they do and say matters and (b) differentiated mentoring. Implications for future digital mentor program design and recommendations for future research are also presented.

ISBN: 9781687928375Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

New teacher mentoring

New Teacher Learning in a Digital Mentoring Environment: Voices of the Mentors.
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