Mentoring for innovation: key factors affecting participant satisfaction in the process of collaborative knowledge construction in teacher training

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 pa...

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Bibliographic Details
Published inJournal of asynchronous learning networks JALN Vol. 14; no. 4; pp. 63 - 77
Main Authors Dorner, Helga, Karpati, Andrea
Format Journal Article
LanguageEnglish
Published Online Learning Consortium 01.12.2010
Sloan Consortium
Subjects
Asynchronous Communication
Collaborative knowledge construction
Communities of Practice
Educational Innovation
Educational innovations
Foreign Countries
Hungary
In-service teacher training
Information Literacy
Inservice Teacher Education
Learning
Likert Scales
Mentors
Methods
Multilingualism
Online mentoring
Participant Satisfaction
Pedagogical Content Knowledge
Perceived learning
Performance Factors
Professional development
Scaffolding (Teaching Technique)
Social aspects
Teacher Attitudes
Teacher centers
Teacher Competencies
Teachers
Training
Hungary
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Summary: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. KEYWORDS In-service teacher training, Online mentoring, Collaborative knowledge construction, Participant satisfaction, Perceived learning
ISSN:1939-5256
2472-5749
1092-8235
2472-5730
DOI:10.24059/olj.v14i4.127