Strategies for Mentoring Pedagogical Knowledge

Autor/in	Hudson, Peter
Titel	Strategies for Mentoring Pedagogical Knowledge
Quelle	In: Teachers and Teaching: Theory and Practice, 19 (2013) 4, S.363-381 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2013.770226
Schlagwörter	Educational Strategies; Mentors; Pedagogical Content Knowledge; Preservice Teacher Education; Experienced Teachers; Educational Practices; Student Teachers; Student Experience; Scheduling; Lesson Plans; Teaching Methods; Problem Solving; Classroom Techniques; Questioning Techniques; Curriculum Implementation; Student Evaluation; Teaching Styles; Supervisory Methods; Foreign Countries; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Lehrstrategie; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Bildungspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Studienerfahrung; Disposition; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Klassenführung; Befragungstechnik; Fragetechnik; Schulnote; Studentische Bewertung; Lehrstil; Unterrichtsstil; Ausland; Qualitative Forschung; Australien
Abstract	Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for teaching. Mentoring is haphazard; consequently, mentors need a pedagogical knowledge framework and a repertoire of pedagogical knowledge strategies to guide a preservice teacher's development. Yet, what are strategies for mentoring pedagogical knowledge practices? This qualitative research investigates mentoring strategies assigned to pedagogical knowledge from 27 experienced mentor teachers. Findings showed that there were multiple strategies that can be linked to specific pedagogical knowledge practices. For example, mentoring strategies associated with planning for teaching can include co-planning, verbally reflecting on planning with the mentee and showing examples of the mentor teacher's planning (e.g. teacher's plans, school plans, district and state plans). This article provides a bank of practical strategies for mentoring pedagogical knowledge practices to assist a preservice teacher's development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10