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Electronic mentoring by in-service teachers: The impact of professional development on pre-service teachers
DISSERTATION

, University of Houston, United States

University of Houston . Awarded

Abstract

The primary purpose of the proposed study is to (1) examine the process and product of computer-mediated communication between pre-service and in-service teachers. Another purpose is to (2) expose the preservice teachers to the culture of teaching through the connection of in-service mentor teachers.

The subjects were thirty-three pre-service teachers enrolled in the researcher's Reading in the Content Area Method's course in the southwestern part of the United States. The pre-service teachers were ranked as juniors in the College of education and ranged from 20–50+.

The in-service teachers were solicited through an educational listserv. The volunteer in-service teacher mentors represented nineteen states plus two in Australia.

Ethnography is both a product and process of this dissertation. The story of pre-service and in-service teachers communicating by e-mail is the product and process in the method of inquiry, which leads to the dissertation (LeCompte & Priessle, 1993).

The data collection consisted of e-mail messages sent between pre-service and in-service teachers for a period of eight weeks during the semester and pre-service teachers' reflection journals.

The e-mail messages were analyzed using content analysis to formulate the themes of high, moderate, and low successful interactions between pre-service and in-service teachers and their consequent sub-themes.

The suggested overall theme emerging from the e-mail messages between pre-service and in-service teachers is the necessity of perceived support. Emotional support is a necessary criteria to open the door for pre-service teachers to begin to examine their own previously held beliefs about teaching, and to begin reflective thinking about those beliefs.

The implications for future research of computer-mediated communication between pre-service and in-service teachers suggest a possible model of enculturating teachers into the culture of teaching.

Citation

Nano, K.G. Electronic mentoring by in-service teachers: The impact of professional development on pre-service teachers. Ph.D. thesis, University of Houston. Retrieved April 24, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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