THE INFLUENCE OF FORMAL MENTORING ON TEACHER BELIEFS OF K-12 CLASSROOM TECHNOLOGY USE DURING A GLOBAL PANDEMIC

Anthony Arbisi
This dissertation explores the influence and transfer of knowledge related to instructional technology that occurs in the formal teacher mentoring relationship of seven mentoring dyads in a suburban Missouri public school district. This multiple case study was performed during the COVID-19 pandemic during the 2020-2021 school year. The unit of analysis in this study was a mentoring dyad that consisted of an experienced mentor teacher and a novice teacher. A multiple case study method was...
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