Fifth-Year Induction Internships and Mentor Roles.
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| Title: | Fifth-Year Induction Internships and Mentor Roles. |
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| Language: | English |
| Authors: | Franceschini, Louis A., Butler, E. Dean |
| Peer Reviewed: | N |
| Page Count: | 22 |
| Publication Date: | 1987 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Beginning Teachers, Helping Relationship, Internship Programs, Mentors, Social Support Groups, Socialization, Teacher Attitudes, Teacher Characteristics, Teacher Orientation, Teacher Role |
| Abstract: | This study documents and compares practictioner-mentor roles in two fifth-year internship programs: a master's degree program and an alternative certification program. In addition, it seeks to determine personal and professional factors believed to be responsible for mentor success achieved. A brief summary of the premises upon which both intern assistance programs rest is provided. A total of 42 teachers served as practitioner-mentors and responded to a 26-item Likert scale on the mentor role. Personal characteristics and competencies ratings were solicited through use of a 32-item Likert scale. Ratings of mentor success and school-related features that facilitated mentoring were obtained through a similar scale. Questions the study sought to answer were: (1) What practitioner-mentor roles were performed by the teachers in the assistance programs? (2) What personal characteristics and professional competencies were considered important? (3) How do practitioner-mentors rate the success they achieved and does this vary by program? and (4) What school-context factors enhance or hinder the success of mentors? Responses of mentors in the master's program tended to be more positive than those of mentors in the alternative program. Findings are reported and discussed, and data resulting from the study are presented in tables. Eleven references are included. (JD) |
| Entry Date: | 1988 |
| Accession Number: | ED291725 |
| Database: | ERIC |
| Abstract: | This study documents and compares practictioner-mentor roles in two fifth-year internship programs: a master's degree program and an alternative certification program. In addition, it seeks to determine personal and professional factors believed to be responsible for mentor success achieved. A brief summary of the premises upon which both intern assistance programs rest is provided. A total of 42 teachers served as practitioner-mentors and responded to a 26-item Likert scale on the mentor role. Personal characteristics and competencies ratings were solicited through use of a 32-item Likert scale. Ratings of mentor success and school-related features that facilitated mentoring were obtained through a similar scale. Questions the study sought to answer were: (1) What practitioner-mentor roles were performed by the teachers in the assistance programs? (2) What personal characteristics and professional competencies were considered important? (3) How do practitioner-mentors rate the success they achieved and does this vary by program? and (4) What school-context factors enhance or hinder the success of mentors? Responses of mentors in the master's program tended to be more positive than those of mentors in the alternative program. Findings are reported and discussed, and data resulting from the study are presented in tables. Eleven references are included. (JD) |
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