The purpose of this study was to explore mentoring strategies used by mentors and their mentees during video-observation sessions. Qualitative methods were employed to collect data through observations of mentoring sessions, online surveys, and semi-structured interviews. This chapter will elaborate on the findings and conclusions drawn from this study, and will discuss the limitations, strengths, implications, and recommendations for further research.
The following research questions help to guide this study:
1. What kinds of video-observation mentoring strategies are used for preservice teachers’ reflective practice and what are the processes of implementing them as understood by the mentors?
2. Are there discrepancies between mentors’ and …show more content…
A high-quality camera with a stand in the back of a classroom makes the most sense for shooting footage. Mentors suggested that a full, clear picture of the entire classroom that is well-shot provides the best evidence for preservice teachers using these tools for self-reflection. Collaborative Reflection
There should be adequate time for the preservice teachers to carefully assess their strengths and weaknesses, and reflect on how they could have improved the lesson long before they meet the mentor for guidance (Keltinga et al., 2014; Rosaen et al., 2010). Some preservice teachers preferred to have someone else (ex. cooperating teacher or fellow preservice teacher), other than the mentor, watch their video in advance of the mentoring session. Some of the mentors also encouraged preservice teachers to form small peer groups to view and provide feedback on teaching videos. Preservice teachers found the video-observation mentoring beneficial. One preservice teacher stated that it is good to have a fresh set of eyes to catch what one …show more content…
This study thus involved five stages of Carspecken’s critical qualitative research as discussed in the previous chapters. In order to avoid researcher bias interfering with the findings, I underwent a bias interview to ensure that he does not let his beliefs interfere with the findings. Every stage of this study had data validation procedures. These data validation procedures helped confirm the observations made. So, although the survey data are self-reported they are not completely reliable as some participants can respond to some items in a socially desirable manner, I did take time to validate the survey data through other sources like interviews and observations. During observations, survey, and interviews of the participants some of the validation tools that were used included recording data using multiple recording devices, low level coding, peer debriefing, member checks, non-leading interview questions, and follow-up interviews among other procedures. Apart from surveys, I also carried out interviews and observations of mentoring sessions were also carried out. I compared interview data and observations data to find out the common
The following research questions help to guide this study:
1. What kinds of video-observation mentoring strategies are used for preservice teachers’ reflective practice and what are the processes of implementing them as understood by the mentors?
2. Are there discrepancies between mentors’ and …show more content…
A high-quality camera with a stand in the back of a classroom makes the most sense for shooting footage. Mentors suggested that a full, clear picture of the entire classroom that is well-shot provides the best evidence for preservice teachers using these tools for self-reflection. Collaborative Reflection
There should be adequate time for the preservice teachers to carefully assess their strengths and weaknesses, and reflect on how they could have improved the lesson long before they meet the mentor for guidance (Keltinga et al., 2014; Rosaen et al., 2010). Some preservice teachers preferred to have someone else (ex. cooperating teacher or fellow preservice teacher), other than the mentor, watch their video in advance of the mentoring session. Some of the mentors also encouraged preservice teachers to form small peer groups to view and provide feedback on teaching videos. Preservice teachers found the video-observation mentoring beneficial. One preservice teacher stated that it is good to have a fresh set of eyes to catch what one …show more content…
This study thus involved five stages of Carspecken’s critical qualitative research as discussed in the previous chapters. In order to avoid researcher bias interfering with the findings, I underwent a bias interview to ensure that he does not let his beliefs interfere with the findings. Every stage of this study had data validation procedures. These data validation procedures helped confirm the observations made. So, although the survey data are self-reported they are not completely reliable as some participants can respond to some items in a socially desirable manner, I did take time to validate the survey data through other sources like interviews and observations. During observations, survey, and interviews of the participants some of the validation tools that were used included recording data using multiple recording devices, low level coding, peer debriefing, member checks, non-leading interview questions, and follow-up interviews among other procedures. Apart from surveys, I also carried out interviews and observations of mentoring sessions were also carried out. I compared interview data and observations data to find out the common