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

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

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

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?

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.

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.

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.

Findings Perceptions of the group mentoring Benefits of the group mentoring Challenges

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

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

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

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

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

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

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

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”

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