Mentoring from the Mentee Perspective: A Case Study of an Experienced Mathematics Teacher

By Ilana Lavy and Ronit Frenkel.

Published by The International Journal of Science, Mathematics and Technology Learning

Format Price
Article: Print $US10.00
Published online: April 29, 2016 $US5.00

A mentoring process of one mathematics teacher is described and discussed in this study. Although the mentee has seventeen years of teaching experience, this was her first experience in teaching an extended-level mathematics group in the eleventh grade. The meetings between the mentor and the mentee were transcribed and an analysis of the collected data revealed a reference to issues relating to the didactical, the cognitive, and the affective aspects. Within the scope of this paper, we focus mainly on issues relating to the didactical and the affective aspects. Among these issues were: teaching strategies to handle students’ difficulties regarding their understanding of the learning subjects, preferable sequence of the teaching subjects under the given timetable constraints, and proper use of teaching methods. In addition, we follow the changes of her emotional state during mentoring and examine the effects of these changes on her professional self-confidence.

Keywords: Mentoring an Experienced Teacher, Professional Development, Professional Self-confidence

The International Journal of Science, Mathematics and Technology Learning, Volume 23, Issue 2, June 2016, pp.21-32. Article: Print (Spiral Bound). Published online: April 29, 2016 (Article: Electronic (PDF File; 517.957KB)).

Prof. Ilana Lavy

Department Head, Management Information Systems, The Academic College of Emek Yezreel, Afula, Israel

Ronit Frenkel

Master’s Candidate, Mathematics Education, Oranim Academic College of Education, Tivon, Israel