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Mentoring Practices and Their Value on Teaching Competence as Perceived by Teachers from Alternative Teacher Certification Programs: A Case Study
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Griffin, Kelsey Lemar – ProQuest LLC, 2018
The purpose of this qualitative, descriptive single-case study was to examine how novice and experienced teachers who were mentored in an alternative teacher certification program perceived the value of face-to-face and/or e-mentoring practices for teaching roles in K-12 Title 1 schools located in southeast Texas. Two theories guided this study…
Descriptors: Mentors, Teacher Competencies, Beginning Teachers, Experienced Teachers