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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Online Learning Consortium
2010-12-01
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| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/127 |
| _version_ | 1797326839811670016 |
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| author | Helga Dorner Andrea Kárpáti |
| author_facet | Helga Dorner Andrea Kárpáti |
| author_sort | Helga Dorner |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T06:29:56Z |
| format | Article |
| id | doaj.art-0a34aae15e104bd8b213ee20dcaf2bc8 |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:29:56Z |
| publishDate | 2010-12-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-0a34aae15e104bd8b213ee20dcaf2bc82024-02-03T11:47:45ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302010-12-0114410.24059/olj.v14i4.127Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher TrainingHelga DornerAndrea KárpátiThis 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.https://olj.onlinelearningconsortium.org/index.php/olj/article/view/127In-service teacher trainingOnline mentoringCollaborative knowledge constructionParticipant satisfactionPerceived learning |
| spellingShingle | Helga Dorner Andrea Kárpáti Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training Online Learning In-service teacher training Online mentoring Collaborative knowledge construction Participant satisfaction Perceived learning |
| title | Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training |
| title_full | Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training |
| title_fullStr | Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training |
| title_full_unstemmed | Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training |
| title_short | Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training |
| title_sort | mentoring for innovation key factors affecting participant satisfaction in the process of collaborative knowledge construction in teacher training |
| topic | In-service teacher training Online mentoring Collaborative knowledge construction Participant satisfaction Perceived learning |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/127 |
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