Shifting pedagogies through distributed leadership: Mentoring Chilean early childhood educators in literacy teaching | Early Childhood Australia Shifting pedagogies through distributed leadership: Mentoring Chilean early childhood educators in literacy teaching Michael Singh Jinghe Han Christine Woodrow University of Western Sydney THE POTENTIAL OF A sociocultural approach for empowering early childhood educators cannot be presumed, and its impact on leadership strategies and literacy teaching may be open to question. This paper reports on research into a professional learning program, the Programa Futuro Infantil Hoy, developed and implemented by a team of Australian early childhood academics in collaboration with Chilean early childhood educators. To contextualise and add meaning to this study in terms of the shifts from teacher-directed, instructional teaching to a child-centred, sociocultural approach, a brief partial account is provided of Chilean early childhood education.
Why New Teachers Need Mentors I'm 23, almost fresh out of graduate school when I move to Miami to teach American history at Palmer Trinity, an independent school in Palmetto Bay. I have no friends or family nearby, and I'm completely unfamiliar with my surroundings. I'm also feverishly trying to get a firmer handle on my curriculum, and on making my lessons more relevant and engaging. Today, my success as a teacher -- not to mention the lives of all the students I hope I have inspired and changed in my seven years in the classroom -- is directly related to the caring, high-quality mentorship I received during my first year of teaching. The Mentor as Confidant I kept my own experience in mind when reading Mentoring New Teachers by Hal Portner, who argues that trust is crucial to the mentor-mentee relationship. "If you know a person is going to be evaluating you, it really puts a little damper on things," Portner tells me. Dr. The Mentor as Observer The Mentor as Confidence Builder
Feedback geben: Regeln, Beispiele, Tipps Der eingedeutschte Begriff Feedback geben bezeichnet in erster Linie eine Rückmeldung oder Beurteilung durch eine andere Person. Feedback ergänzt damit die Selbstwahrnehmung oder Selbsteinschätzung durch eine – soweit möglich – objektive Fremdeinschätzung und Außenwahrnehmung. Wer Feedback gibt, kann dem anderen mitteilen, wie sein Verhalten wirkt oder ankommt, wie er oder sie die Situation oder Leistung beurteilt oder welche Verbesserungspotenziale erkannt werden. Richtig eingesetzt, kann Feedback daher enorm wertvoll sein, im Beruf ist nahezu unerlässlich, um sich weiterzuentwickeln. Es ist allerdings nicht immer willkommen und braucht klare Regeln… Feedback Ziele: Warum überhaupt Rückmeldungen? Feedback – was ist das überhaupt? Tatsächlich gehören Rückmeldungen zu den Grundfesten zwischenmenschlicher und konstruktiver Kommunikation. Dafür entscheidend sind allerdings auch die Ziele, die mit den Rückmeldungen verfolgt werden. Feedback motiviert um 7 Prozent mehr Herr/Frau MITARBEITER…
Teacher Training: Staff Development Through Peer Mentoring Mentor: In Greek mythology, a friend of Odysseus and a tutor of his son Telemachus; a name proverbial for a wise and faithful adviser. Included: A case study of a technology mentoring program that can work for all grades and all subject areas. As any staff developer or administrator knows, K-12 teachers can be a challenging group to train. On one hand, they're deeply committed to their students and to the learning environment. A mentor is simply a knowledgeable individual who can provide guidance, inspiration, and consolation to his or her colleagues. competent in the skills they will be expected to share. Mentors don't manage; they guide. Note: For ideas on conducting classroom observations, check out the Critical Friends Feedback Form. Mentoring isn't easy. So, how does peer mentoring work, and how can you or your staff developer design, implement, evaluate, and refine a peer-mentoring program? Such an abundance of technology also presents a challenge.
education: 5.5 Rhizomatic learning - OpenLearn - Open University - H817_1 Embracing Uncertainty: Rhizomatic Learning in Formal Education Dave Cormier Embracing uncertainty was a presentation that I gave in New Delhi a couple of weeks ago. I thought it might be useful for me at least to go back right now and to take a look at what some of the ideas were inside of that, and see if I can pull them together in a ten minute piece to give to you guys, and see if I can’t get some feedback. So, Embracing Uncertainty, Rhizomatic Learning in Formal Education– it’s an attempt at trying to envision how to answer the question, ‘Why do we teach?’ And that presentation was really about pulling together five things that I thought, I think, about how to answer that question, and how rhizomatical learning in some ways can be an answer to that question. So to me the first place that I always start when I think about learning and why I got involved in education and why it’s important to me are these two guys. So the five things I think I think: And this is one from management.
Does Mentoring Matter? A Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals Early Childhood Teacher Mentoring Page Content Support is available to early childhood teachers who mentor beginning teachers. Early Childhood Effective Mentoring Program 2016 The Effective Mentoring Program is a two day program offered to experienced and registered early childhood teachers planning to take on the role of mentor for a beginning early childhood teacher. It offers new mentors an introduction to effective mentoring practices and what it means to be a mentor, while also functioning as a 'refresher' for more experienced mentors and coaches. The program will also assist early childhood teachers to understand the requirements for provisionally registered early childhood teachers to achieve full registration. The program will be provided at no cost to participants. Further information, including the link to register for the program is at: The Victorian Institute of Teaching website. Dates More Information For more information on the program, please email Christina Costa at costa.christina.c@edumail.vic.gov.au
NAP Members Area: EDEN Secretariat's blog: The Battle for Openness - Pre-#EDEN15 Conference Interview with Martin Weller Steve Wheeler's interview with Martin Weller Now and then, I have the privilege to interview some great thought leaders in the field of education. I usually feature them on this blog under the banner of 10Q - ten questions. 1) You’re currently professor of educational technology at the British Open University. I joined the OU in 1995 just as the web was taking off. 2) You wrote a book on being a digital scholar in 2011. I see digital scholarship as a shorthand really for the intersection between digital technology, the internet and open practice. 3) In your experience, how has education changed over the last ten years – and have those changes been good? I think it's a good news, bad news story. As to whether it's a good thing or not, I've just written a whole book exploring some of this in The Battle for Open, so it's difficult to say in a short answer. 4) Open online provision of courses has seen a surge in popularity around the globe with Openlearn, Futurelearn, and others.
International journals and books in the Education field | Emerald Video Features The Value of Social Media: Are universities successfully engaging their audience? In a time when social media are becoming prevalent forms of communication, it is important to understand how to properly use such tools. With limited literature in the field pertaining specifically to social media usage by universities, this study helps to understand what universities are doing with social media and lays the foundation for how universities can create value from social media. Online social networks and learning Published in On the Horizon, this viewpoint essay seeks to argue that young people's online social networking can serve as sites for and supports for student learning in ways not currently assessed. This work presents concrete examples of how social network sites, typically seen as a distraction, might be re-envisioned as supports for revised student learning outcomes. Introducing Ann Proudfit Congratulations on your award, Ann. Out & About Emerald Content Alerts Get in touch
Victoria University - pilot professional mentoring program for early childhood teachers