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Forming the Mentor-Mentee Relationship
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Hudson, Peter – Mentoring & Tutoring: Partnership in Learning, 2016
A positive mentor-mentee relationship is essential for the mentee's development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor-mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a…
Descriptors: Mentors, Teacher Student Relationship, Case Studies, Professional Development
Making Connections within the Asia-Pacific Region: Case Study around the Mentoring for Effective Teaching (MET) Program
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Hudson, Peter; Hudson, Sue; Kwan, Tammy; Chan, Cheri; Maclang-Vicencio, Evelina; Ani, Ana-Liza – Australian Teacher Education Association, 2015
University strategic plans emphasise the essential nature of partnerships at national and international levels. Along with establishing collaborative research partnerships, providing professional development to key stakeholders is considered a crucial activity for making and sustaining partnerships. Utilising knowledge from professional…
Descriptors: Case Studies, Mentors, Teacher Effectiveness, Teacher Education
Workplace Influences on Chinese TEFL Academics' Development as Researchers: A Study of Two Chinese Higher Education Institutions
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Bai, Li; Millwater, Jan; Hudson, Peter – Research in Post-Compulsory Education, 2013
Workplace influences on Chinese Teaching English as a Foreign Language (TEFL) academics' development as researchers were examined in two Chinese higher education institutions in this qualitative collective case study. Data sources included research documentation and interviews with 12 Chinese TEFL academics. Both institutions were keen on research…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Foreign Countries
Desirable Attributes and Practices for Mentees: Mentor Teachers' Expectations
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Hudson, Peter – European Journal of Educational Research, 2013
Research indicates attributes and practices for mentor teachers that can be used for effective mentoring. Universities provide guidelines for preservice teacher (mentee) engagement in schools generally from anecdotal evidence, however, what are desirable attributes and practices for mentees? This qualitative study gathers data from 25 mentor…
Descriptors: Foreign Countries, Mentors, Teacher Characteristics, Preservice Teachers
Strategies for Mentoring Pedagogical Knowledge
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Hudson, Peter – Teachers and Teaching: Theory and Practice, 2013
Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for…
Descriptors: Educational Strategies, Mentors, Pedagogical Content Knowledge, Preservice Teacher Education
Mentors' Views about Developing Effective English Teaching Practices
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Hudson, Peter; Millwater, Jan – Australian Journal of Teacher Education, 2008
Effective mentoring in English is considered paramount to a preservice teacher's development. What are mentors' views about developing effective English teaching practices in their mentees? This study used quantitative data (survey) and qualitative data (questionnaire) on 24 mentors' perceptions of mentoring second-year preservice teachers for…
Descriptors: Mentors, Teacher Attitudes, Preservice Teacher Education, Qualitative Research