Reciprocal mentoring: a win-win situation

ID: 33180 Type: Brief Paper
  1. Martine Peters, Université du Québec en Outaouais, Canada
  2. Carole Raby, Université du Québec à Montréal, Canada
  3. Sylvie Fontain and Lorraine Savoie-Zajc, Université du Québec en Outaouais, Canada

Tuesday, March 8 5:35-5:55 PM

Presider:
G. Andrew Page, Dionysius Techonlogy, LLC, United States

Research indicates that in-service teachers are not confident when it comes to integrating technology in their classroom. They know little about newer technologies and don’t have time to learn about them. Preservice teachers on the other hand have studied these new approaches and long for opportunities to put them in practice. How can in-service and preservice teachers collaborate to learn from each other? In a new twist to professional development, we have paired together an in-service teacher, who can offer classroom experience, with a preservice teacher who is comfortable with ICTs. Our research has offered this unique training experience to 25 pairs of mentors. Our goal was to examine the development of ICT competencies in both co-mentors. The pairs created two ICT projects, which were then piloted with the in-service teacher’s students. Data collected from questionnaires and interviews suggests that all participants benefited from the reciprocal mentoring.

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