Ed.D. Dissertations

Date of Award

6-25-2018

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

James Therrell, Ph.D.

Content Specialist

Jeannette Amayo, Ed.D.

Content Reader

Donna Eastabrooks, Ph.D.

Keywords

teacher education programs, induction programs, educative mentors, video-stimulated reflection, peer feedback

Abstract

New teachers rarely come to their first years of teaching with the expertise of a veteran teacher. Because teachers need to deliver impactful instruction, the education community has expanded induction initiatives that support new teachers. Understanding how induction mentors develop expertise in feedback and reflection can guide efforts to foster the development of mentor practice. This qualitative case study focused on the use of video and self-reflection to support mentor development practices within a regional induction program in Southern California. The study explored the experience of induction mentors who used both video-aided self-reflection and video-aided peer feedback during the 2017-2018 school year. Data collection methods included key documents, interviews, and observations. In researching the impact of video-aided reflection and feedback on mentor practice, the results of this study demonstrate and link the potential of video to impact new teacher practices. In addition, the study presents details of the observed changes in mentor practice. These findings provide preliminary support for an alternative model for developing educative mentors, including suggested recommendations to the educator preparation community as induction program leaders work toward developing mentor expertise.

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