Date of Award
6-25-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
James Therrell, Ph.D.
Second Advisor
Jeannette Amayo, Ed.D.
Third Advisor
Donna Eastabrooks, Ph.D.
Abstract
New teachers rarely come to their first years of teaching with the expertise of a veteran teacher. Because teachers need to deliver impactful instruction, the education community has expanded induction initiatives that support new teachers. Understanding how induction mentors develop expertise in feedback and reflection can guide efforts to foster the development of mentor practice. This qualitative case study focused on the use of video and self-reflection to support mentor development practices within a regional induction program in Southern California. The study explored the experience of induction mentors who used both video-aided self-reflection and video-aided peer feedback during the 2017-2018 school year. Data collection methods included key documents, interviews, and observations. In researching the impact of video-aided reflection and feedback on mentor practice, the results of this study demonstrate and link the potential of video to impact new teacher practices. In addition, the study presents details of the observed changes in mentor practice. These findings provide preliminary support for an alternative model for developing educative mentors, including suggested recommendations to the educator preparation community as induction program leaders work toward developing mentor expertise.