A Qualitative Analysis of Discussions in an Electronic Mentoring Site for Beginning Special Education Teachers
Location
1048
Format Type
Paper
Format Type
Paper
Start Date
January 2016
End Date
January 2016
Abstract
This descriptive study provides information about the participants in a new e-mentoring program for special educators. A pilot project study was conducted involving 52 special education teachers, mentors, facilitators, and one university faculty member. This study sought to determine whether private paired discussions between a beginning special education teacher and a mentor in a computer-mediated environment is an effective avenue for co-construction of knowledge among teachers. Results indicate that special education mentors and mentees conversed about substantive issues during the pilot program. Goals of the mentoring program included meeting the immediate needs of beginning special educators while also improving content and pedagogical knowledge through reflection and collaboration. Through qualitative discourse analysis, this study revealed that mentees’ immediate needs were met through acquiring resources, strategies, and ideas to enhance instruction and teach students with disabilities.
A Qualitative Analysis of Discussions in an Electronic Mentoring Site for Beginning Special Education Teachers
1048
This descriptive study provides information about the participants in a new e-mentoring program for special educators. A pilot project study was conducted involving 52 special education teachers, mentors, facilitators, and one university faculty member. This study sought to determine whether private paired discussions between a beginning special education teacher and a mentor in a computer-mediated environment is an effective avenue for co-construction of knowledge among teachers. Results indicate that special education mentors and mentees conversed about substantive issues during the pilot program. Goals of the mentoring program included meeting the immediate needs of beginning special educators while also improving content and pedagogical knowledge through reflection and collaboration. Through qualitative discourse analysis, this study revealed that mentees’ immediate needs were met through acquiring resources, strategies, and ideas to enhance instruction and teach students with disabilities.