Literaturnachweis - Detailanzeige
Autor/in | Moss, Julianne |
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Titel | A Partnership in Induction and Mentoring: Noticing How We Improve Our Practice |
Quelle | In: Australian Journal of Teacher Education, 35 (2010) 7, S.43-53 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0313-5373 |
Schlagwörter | Mentors; Foreign Countries; Beginning Teachers; Reflective Teaching; Teaching Methods; Beginning Teacher Induction; Elementary School Teachers; Suburban Schools; College School Cooperation; Partnerships in Education; Australia |
Abstract | This article focuses on the induction and mentoring of early career teachers. The context is a suburban primary school in Victoria, Australia, as the school develops mentoring networks for graduate and beginning teachers. Instigated from a school-university partnership, the research draws from the traditions of practitioner research. In the research design and likewise in successful mentoring the importance of a genuine commitment to the discipline of reflective practice or what we have come to describe as "noticing" (Mason, 2002; Moss et al., 2004) is illustrated. The approach offers a new method for small scale-close up research in teacher education. (Contains 1 table.) (As Provided). |
Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |