Specific Mentoring: A Theory and Model for Developing Primary Science Teaching Practices

Autor/in	Hudson, Peter
Titel	Specific Mentoring: A Theory and Model for Developing Primary Science Teaching Practices
Quelle	In: European Journal of Teacher Education, 27 (2004) 2, S.139-146 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Elementary Education; Elementary School Teachers; Mentors; Constructivism (Learning); Preservice Teacher Education; Student Teachers; Knowledge Base for Teaching; Pedagogical Content Knowledge; Teacher Characteristics; Student Teaching; Reflective Teaching; Teaching Skills + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Teaching practice; Unterrichtspraxis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	The transition from generic mentoring to specific mentoring practices can provide a stronger focus for developing preservice primary teachers (mentees) in subject-specific areas. Constructivist theory and a five-factor model towards specific subject mentoring are proposed as ways to develop mentees' teaching practices. Firstly, constructivist theory complements mentoring within field experiences (practicum/internship), as it can be used to build upon prior understandings towards developing the mentee's knowledge and skills for teaching. Secondly, the picture that emerges from the literature shows five factors for mentoring, namely: (1) personal attributes that the mentor needs to exhibit for constructive dialogue; (2) system requirements that focus on curriculum directives and policies; (3) pedagogical knowledge for articulating effective teaching practices; (4) modelling of efficient and effective practice; and (5) feedback for the purposes of reflection for improving practice. It is argued that 'generalist' primary teachers in their roles as mentors will require specific mentoring strategies linked to these five factors to enable effective mentoring in specific subject areas. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10