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Mentor Perceptions of Mentoring and Internships in MAT and Lyndhurst Programs--Cycle I.

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Bibliographic Details
Title:	Mentor Perceptions of Mentoring and Internships in MAT and Lyndhurst Programs--Cycle I.
Language:	English
Authors:	Butler, E. Dean, Memphis State Univ., TN. Center of Excellence in Teacher Education.
Peer Reviewed:	N
Page Count:	69
Publication Date:	1986
Document Type:	Reports - Research
Descriptors:	Higher Education, Internship Programs, Masters Degrees, Mentors, Participant Satisfaction, Preservice Teacher Education, Program Effectiveness, Program Evaluation, Program Length, Student Teaching, Teacher Attitudes, Teaching Experience
Abstract:	This study collected and analyzed data appropriate for documenting the implementation of two programs in teacher education at Memphis State University--the Master of Arts in Teaching (MAT) program, and the Lyndhurst Fellowships, a one-year program for certifying teachers for secondary schools. Qualitative data were obtained through semi-structured interviews with mentors serving in the two programs, and from a questionnaire designed to yield both quantitative and qualitative data. Both classroom teachers and university faculty functioned as mentors for student teacher interns in the MAT program, and for interns preparing for secondary certification in the Lyndhurst program. Descriptions are given of the characteristics, responsibilities, and activities of classroom and pedagogical mentors in both programs. Their perceptions of the effectiveness of their efforts, the problems they faced, and their relationships with the interns they worked with are described and interpreted in the light of the inherent strengths and weaknesses of the programs. Mentor ratings of each program are presented, and the findings are analyzed. Tables display comparative data from the responses of mentors in each program to questions on the mentor's role, perceptions of the internships, mentoring activities, and personal characteristics of classroom and pedagogical mentors. (JD)
Entry Date:	1987
Accession Number:	ED280837
Database:	ERIC

Description
Abstract:	This study collected and analyzed data appropriate for documenting the implementation of two programs in teacher education at Memphis State University--the Master of Arts in Teaching (MAT) program, and the Lyndhurst Fellowships, a one-year program for certifying teachers for secondary schools. Qualitative data were obtained through semi-structured interviews with mentors serving in the two programs, and from a questionnaire designed to yield both quantitative and qualitative data. Both classroom teachers and university faculty functioned as mentors for student teacher interns in the MAT program, and for interns preparing for secondary certification in the Lyndhurst program. Descriptions are given of the characteristics, responsibilities, and activities of classroom and pedagogical mentors in both programs. Their perceptions of the effectiveness of their efforts, the problems they faced, and their relationships with the interns they worked with are described and interpreted in the light of the inherent strengths and weaknesses of the programs. Mentor ratings of each program are presented, and the findings are analyzed. Tables display comparative data from the responses of mentors in each program to questions on the mentor's role, perceptions of the internships, mentoring activities, and personal characteristics of classroom and pedagogical mentors. (JD)