Literaturnachweis - Detailanzeige
| Autor/inn/en | Renegar, Sandra L.; und weitere |
|---|---|
| Titel | Beginning Teacher/Mentor Teacher Interaction: A Process Approach. |
| Quelle | (1992), (15 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Beginning Teachers; Course Content; Education Courses; Elementary Secondary Education; Excellence in Education; Higher Education; Inservice Teacher Education; Mentors; Summer Programs; Teacher Education Curriculum; Teacher Workshops |
| Abstract | In response to a state requirement that Missouri colleges and universities provide assistance to beginning teachers who are graduates of their teacher education programs, Southeast Missouri State University planned and implemented two one-credit graduate courses--one for mentors and one for beginning teachers. The 5-hour workshops met simultaneously for 4 days during the summer session. Topics for the classes were selected to reflect both state requirements for teachers, as reflected in the state-developed performance-based teacher evaluation model, and the perceptions of teachers and principals about the strengths and weaknesses of beginning teachers. Because the classes met simultaneously, the two groups often merged to address certain topics and promote mentoring. The format of the workshop sessions included active participation and formal presentations. Topics and activities included beginning teachers constructing, with the help of their mentors, individual professional development plans; new state certification requirements; and effective teaching and classroom management strategies. Appendices include an outline of findings from a survey of principals' and beginning teachers' perceptions of beginning teachers' performance; the evaluation form used to evaluate the summer workshops; and the daily schedules of the mentor and beginning teacher workshops. (IAH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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