The results of this study indicate that mentor mathematics teachers did grow professionally as a result of participating in eMSS. The experienced teachers reported growth in all assessed domains, particularity in their reflective practices, professional engagement and leadership, pedagogical knowledge, and in their access to instructional resources. Two predominant avenues of professional growth were cited as being important including reflection on practice and communicating with other mathematics educators. Program flexibility was also named as an important facilitator of professional growth. Finally, it seems that a mentor's activity level does positively relate to perceived professional growth and that much growth occurs qbehind the scenesq and may not be evident in participants' posts. In conclusion, implications of the findings and how the findings may be used to purposefully design mentoring programs to assist in the professional development of mentor mathematics teachers are offered to program designers. Recommendations for further research are also suggested.This knowledge has allowed her to revisit her curriculum to ensure that she is effectively connecting it to the high ... are topics which are very difficult for students and as we examine those topics we must set up our pacing guides accordingly.
|Title||:||Professional Growth Through Mentoring: A Study of Experienced Mathematics Teachers Participating in a Content-based Online Mentoring and Induction Program|
|Publisher||:||ProQuest - 2008|