As nowadays education documents on changes in teachers‘ training put forward the need for teachers probationary as well as for the creation of licensing system in Lithuania, the questions of the notion of concept of patronage for teachers working for the first year as well as student teachers become extremely topical as does the analysis of the system of training for teachers’ mentors in various countries of the world. In the present MA paper the notion of mentors is analyzed as well as the training systems in Lithuania and Western Europe. The experience of the USA in training mentors is also overviewed. The aim of the paper is to disclose the evolution of the ideas for training mentors and to analyze the modern tendencies in mentors’ training in Lithuania and Western Europe. This is the reason why the notion of historical evolution of mentors’ training as well as the practice of mentors’ training and the tendencies in Lithuania and Western Europe are being analyzed in the paper. Modern ideas for mentors’ training and the experience of Lithuania are also overviewed in the paper. The following methods are used for the research: the analysis of scientific and pedagogical literature, education documents and periodical press as well as electronic data base analysis, the comparative analysis and summing up of the documents compiled.

The purpose of this study is to investigate differences found in self-efficacy perceptions regarding mentoring of trained mentors who were trained using a cognitive developmental model of mentor training, with mentor teachers who have received little or no training. The researcher was interested in whether the university based mentors, who participated in a cognitive developmental mentor training, would have a higher sense of self-efficacy and confidence in their mentoring as a result of the training than the campus mentors who received little or no training. Two groups of mentors participated in the study. One group consisted of university mentors who completed the Cognitive Developmental Mentor Training through Texas A&M University’s Mentoring Research Collaborative for Learning and Development. The campus mentors were from a suburban school district and volunteered to mentor. They were required to attend a one time district mentor training session. The university and campus mentors completed three components during the study. The three components included a self efficacy survey, an interview using open ended questions, and the completion of a mentoring narrative. The study followed a mixed method model. The researcher used both qualitative and quantitative methods to collect data. The researcher felt using both methods would offer the best explanation of the phenomenon of mentor self efficacy. The researcher used the basic interpretive approach, which requires constant comparisons of each type of data. The data collected from the self-efficacy survey indicated little or no difference in self-efficacy perceptions in regards to mentoring between the two groups. However, there were differences in the qualitative pieces of the study. The level of knowledge regarding mentoring differed between the two groups resulting in differences in the participants approach and definition of mentoring.

abstract: Mentor teachers have a significant impact on pre-service teachers. Unfortunately, mentors are often underprepared for their role, and thus, the potential learning from a student teaching experience is not maximized. Mary Lou Fulton Teachers College at Arizona State University provides training to mentors who host pre-service teachers during their student teaching experience. Training is delivered in two formats: online prior to the start of the semester and face-to-face each month throughout the semester. This action research study looked at how training contributes to mentor understanding and actions in supporting teacher candidates and how mentor support impacts teacher candidate performance. The study included two mentor/teacher candidate dyads and one university site coordinator. Qualitative and quantitative data were collected from a variety of sources including observations of mentor trainings, teacher candidate lessons, and coaching conversations. Additional data sources included semi-structured interviews with mentors, teacher candidates, and the site coordinator. Analysis of data found that training may contribute to mentor understanding, but other factors matter too. The data also indicated that current training is insufficient at producing all desired mentor behaviors. With respect to the ways that mentors support teacher candidates, this study found that mentors play a multifaceted role, provide ongoing feedback, and employ various strategies during coaching conversations. This study found mentors help teacher candidates see their performance through the eyes of an experienced educator. Modeling and coaching helped teacher candidates improve. This study also suggests a positive, professional relationship between mentor/mentee and certain teacher candidate characteristics such as openness to feedback facilitate learning from a mentor. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2014

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