Mentors' Views about Developing Effective English Teaching Practices

Autor/inn/en	Hudson, Peter; Millwater, Jan
Titel	Mentors' Views about Developing Effective English Teaching Practices
Quelle	In: Australian Journal of Teacher Education, 33 (2008) 5, Artikel 1 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Mentors; Teacher Attitudes; Preservice Teacher Education; Qualitative Research; Statistical Analysis; Personality Traits; Pedagogical Content Knowledge; Feedback (Response); Modeling (Psychology); Teacher Student Relationship; English Instruction; Writing Instruction; Foreign Countries; Teaching Methods; Instructional Effectiveness; Surveys; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Statistische Analyse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Pädagogische Kompetenz; Modeling; Modelling; Modellierung; Teacher student relationships; Lehrer-Schüler-Beziehung; English langauage lessons; Englischunterricht; Schreibunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Survey; Umfrage; Befragung; Australien
Abstract	Effective mentoring in English is considered paramount to a preservice teacher's development. What are mentors' views about developing effective English teaching practices in their mentees? This study used quantitative data (survey) and qualitative data (questionnaire) on 24 mentors' perceptions of mentoring second-year preservice teachers for teaching English and, in particular, the teaching of writing. Quantitative data measured mentors' perceptions of their attributes and practices across five factors for mentoring (i.e., Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback) with 67% or more of these mentors (n=24) agreeing or strongly agreeing they provided all of the advocated attributes and practices to their mentees. The System Requirements factor had the lowest percentage range (67-71%) while Feedback had the highest range. Qualitative data indicated that developing a good rapport in a mentor-mentee relationship keeps lines of communication open in order to assist the mentee's learning. Mentors advocated methods for enhancing mentoring practices, however, mentees may not agree with their mentors' perspectives; hence further research comparing the two perspectives may lead towards understanding effective approaches for mentoring. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01