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ERIC Number: EJ909914
Record Type: Journal
Publication Date: 2010-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1939-5256
Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training
Dorner, Helga; Karpati, Andrea
Journal of Asynchronous Learning Networks, v14 n4 p63-77 Dec 2010
This paper presents data about the successful use of the Mentored Innovation Model for professional development for a group of Hungarian teachers (n = 23, n = 20 in two iterations), which was employed in the CALIBRATE project in order to enhance their ICT skills and pedagogical competences needed for participation in a multicultural, multilingual educational innovation process. This model relied on the three basic constituents of an online community of inquiry: cognitive, social and teaching presence. Satisfaction regarding the model was explored through the observation of perceived (subjective) values provided by the participating respondents in order to identify the role of the virtual learning environments employed, activities of the facilitator and the participants' self-perceived social presence in the success of the training process. Mentoring was identified as a key factor of success in the in-service training process. (Contains 6 tables and 1 figure.)
Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://www.sloanconsortium.org/publications/jaln_main
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hungary
IES Cited: ED544210