On -line mentoring for first -year teachers

The purpose of this study was to determine how continuous on-line communication could help meet the needs of beginning teachers, foster reflection of both the mentor and the protégé, and serve as a medium for open dialogue. Two problems that this study directly addressed were (a) current mentoring p...

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Main Author:	Cyr, Eileen M
Language:	ENG
Published:	ScholarWorks@UMass Amherst 1999
Subjects:	Teacher education\|Educational software
Online Access:	https://scholarworks.umass.edu/dissertations/AAI9950148

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spelling	ndltd-UMASS-oai-scholarworks.umass.edu-dissertations-17782020-12-02T14:29:41Z On -line mentoring for first -year teachers Cyr, Eileen M The purpose of this study was to determine how continuous on-line communication could help meet the needs of beginning teachers, foster reflection of both the mentor and the protégé, and serve as a medium for open dialogue. Two problems that this study directly addressed were (a) current mentoring programs not offering support which is systematic and ongoing; (b) the lack of training provided for mentor teachers. The significant findings from this study can be grouped into three categories: (a) how on-line communication influenced discussions, (b) how on-line communication influenced group cohesion, and (c) how on-line communication paralleled and differed from traditional mentoring parameters. 1999-01-01T08:00:00Z text https://scholarworks.umass.edu/dissertations/AAI9950148 Doctoral Dissertations Available from Proquest ENG ScholarWorks@UMass Amherst Teacher education\|Educational software
collection	NDLTD
language	ENG
sources	NDLTD
topic	Teacher education\|Educational software
spellingShingle	Teacher education\|Educational software Cyr, Eileen M On -line mentoring for first -year teachers
description	The purpose of this study was to determine how continuous on-line communication could help meet the needs of beginning teachers, foster reflection of both the mentor and the protégé, and serve as a medium for open dialogue. Two problems that this study directly addressed were (a) current mentoring programs not offering support which is systematic and ongoing; (b) the lack of training provided for mentor teachers. The significant findings from this study can be grouped into three categories: (a) how on-line communication influenced discussions, (b) how on-line communication influenced group cohesion, and (c) how on-line communication paralleled and differed from traditional mentoring parameters.
author	Cyr, Eileen M
author_facet	Cyr, Eileen M
author_sort	Cyr, Eileen M
title	On -line mentoring for first -year teachers
title_short	On -line mentoring for first -year teachers
title_full	On -line mentoring for first -year teachers
title_fullStr	On -line mentoring for first -year teachers
title_full_unstemmed	On -line mentoring for first -year teachers
title_sort	on -line mentoring for first -year teachers
publisher	ScholarWorks@UMass Amherst
publishDate	1999
url	https://scholarworks.umass.edu/dissertations/AAI9950148
work_keys_str_mv	AT cyreileenm onlinementoringforfirstyearteachers
_version_	1719363623961231360

On -line mentoring for first -year teachers

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