Author ORCID Identifier
Date Available
12-5-2021
Year of Publication
2021
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Education Sciences
Advisor
Dr. Tricia Browne-Ferrigno
Co-Director of Graduate Studies
Dr. Justin Bathon
Abstract
This dissertation explores the influence and transfer of knowledge related to instructional technology that occurs in the formal teacher mentoring relationship of seven mentoring dyads in a suburban Missouri public school district. This multiple case study was performed during the COVID-19 pandemic during the 2020-2021 school year. The unit of analysis in this study was a mentoring dyad that consisted of an experienced mentor teacher and a novice teacher.
A multiple case study method was utilized. Individual interviews and two focus groups were conducted via the Zoom video conference platform to gather data to inform the research study. Thematic analysis of the interviews was utilized to examine each individual case of the mentoring dyad. A cross-case analysis was performed on the seven mentoring dyad cases to examine the nature of the influence of the mentoring relationship and the teaching knowledge related to technology education transferred during the formal mentoring program. Two focus group sessions provided additional information to reinforce and clarify themes developed in analyzing the individual cases in this study and aid in the multiple case study analysis.
The analysis revealed several aspects of the teacher mentoring relationship that influenced both mentor and mentee's instructional technology beliefs and usage. The findings revealed (a) the importance of creating a solid personal relationship between the mentor and mentee, (b) the need for improved teacher matching for optimal knowledge and resource transfer, (c) the importance of creating a solid foundation for new teachers, (d) the reciprocal nature of knowledge exchange in the relationship, and (e) the impact the pandemic had on mentoring. The mentoring relationship and the induction programs established in schools using mentoring are often not utilized to their full potential. These programs often miss a powerful opportunity to help create a stronger foundation of teaching skills and resources to strengthen their newest and most vulnerable teachers. A concerted effort is needed to create a teacher mentoring experience specifically designed to transfer knowledge and resources in this relationship.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2021.425
Recommended Citation
Arbisi, Anthony, "THE INFLUENCE OF FORMAL MENTORING ON TEACHER BELIEFS OF K-12 CLASSROOM TECHNOLOGY USE DURING A GLOBAL PANDEMIC" (2021). Theses and Dissertations--Education Sciences. 100.
https://uknowledge.uky.edu/edsc_etds/100
