Dissertation Summary --- by Grace

1. Dissertation Summary--- by Grace PPT模板下载：www.1ppt.com/moban/

2. Contents • The purpose of the study • Research Questions • Implementation of the study • Methodology • Findings • Discussions and Conclusions

5. The purpose • to explore the perception of group mentoring • the impact of group mentoring on the professional development of early childhood teachers • the influence of the group mentoring on the teacher-as-researcher movement • to investigate whether the mentoring can work effectively to bridge the generational gap between mentors and mentees

6. Research Questions • 1. How do novice and experienced early childhood teachers describe the group mentoring experience? • 2. In what ways, if any, does group mentoring impact the professional development of early childhood teachers instructionally and psychologically? • 3. What role does group mentoring play in engaging teachers in inquiry research and shifting their identities as researchers? • 4. How does the group mentoring process have an influence on the mentor/mentee relationship? • 5. How do teachers deal with the misunderstandings, if any, arising from the mentoring process?

7. Implementation of the study • Rainbow kindergarten is a model public kindergarten in Zhabei District in the northeast section of Shanghai. • It was since 2011 that Rainbow began to implement its group mentoring program, a school-based mentoring mechanism including all the teachers. • The participants were four kindergarten teachers in the same group (who were engaged in the group mentoring). • The data was collected over a period of six months, roughly from February 2016 to July 2016.

8. Methodology • The study employed a qualitative methodology in order to gain an insight into the impact of mentoring experiences on teachers’ professional development. • The study examined the teachers’ mentoring experience within a bounded system, a group of two mentors and two mentees. • Data Collection: Interviews; Observations • Data Analysis: organizing the data, reducing the data into themes and representing the data in tables and discussion.

9. Theoretical Framework • Community of Practice • Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. • Wenger (1998) indicated that it is through participation in a community that members develop an identity, make meaning, and learn about the practice of the community.

10. Findings • Perceptions of the group mentoring • Benefits of the group mentoring • Challenges

11. I. Perceptions of the group mentoring • Focus areas • Teaching and caring • Communication with parents • Mentoring meetings • Chatting after class • Reasons supporting the new model • Old Model VS. New model • 3. Understanding of the group mentoring process

12. II. Benefits of Group Mentoring • 1. Mutual growth • novice teachers • experienced teachers • 2. Cultivation of a culture • teachers-as- researcher • reciprocal mentoring • disagreement solving

13. Challenges • 1. the mentors: have to learn continuously to be more qualified • 2. the mentees: peer pressure; losing face

14. Discussion and Conclusion • Research Question 1: How do novice and experienced • early childhood teachers describe the group mentoring • experience? • Focus areas • Reasons for the new model • Understanding of their process

15. Research Question 2: In what ways, if any, does group • mentoring impact the professional development of early • childhood teachers instructionally and psychologically? • For the novices: an effective strategy for them to overcome “reality shock” and adapt to their teaching careers • For the experienced teachers: beneficial impact on their continuous professional development

16. Research Question 3: What role does group mentoring • play in engaging teachers in inquiry research and shifting • their identities as researchers? • Collaboration • Common interest • Changing roles

17. Research Question 4: How does the group mentoring • process have an influence on the mentor/mentee • relationship? • Shifu,Tudi, guanxi, mianzi • equality of members • reciprocal mentoring

18. Research Question 5. How do teachers deal with the • misunderstandings, if any, arising from the mentoring • process? • teachers of the new generation • cross-cultural differences • a “third culture”

19. Thank you !