Mentoring: How experienced teacher mentors help beginning physical education teachers learn new curriculum.

摘要

This study examined how a teacher mentorship program influenced beginning teachers in learning new district curriculum. The study involved thirty elementary physical education teachers, 15 experienced in Exemplary Physical Education Curriculum (EPEC) and 15 unfamiliar with EPEC. Data analysis revealed four themes: initial concerns, shifts in effective mentor characteristics, obstacles mentees face, and beneficial outcomes for mentors. First, mentors expressed concern with project logistics and effective mentoring skills, while mentees voiced concern with their mentors' treatment and qualifications. Second, both groups' views regarding effective mentor characteristics changed dramatically. Third, obstacles to the mentees' learning included dealing with the volume of the curriculum, wordiness of pre-scripted lessons, getting students interested in learning skills, lack of PE equipment, absence of supplementary games, and narrowness of curricular content. Fourth, outcomes of the mentorship process for mentors included improving their own teaching and emotional satisfaction with helping the next generation.