Educative Mentors? The Role of Classroom Teachers in Initial Teacher Education. A New Zealand Study

Autor/in	Trevethan, Helen
Titel	Educative Mentors? The Role of Classroom Teachers in Initial Teacher Education. A New Zealand Study
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 2, S.219-231 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2017.1286784
Schlagwörter	Foreign Countries; Mentors; Preservice Teacher Education; Preservice Teachers; Teacher Role; Experienced Teachers; Student Teaching; Elementary School Teachers; Teacher Attitudes; Qualitative Research; Comparative Analysis; Practicum Supervision; Interviews; Interpersonal Relationship; Feedback (Response); Modeling (Psychology); Student Teacher Attitudes; Training Methods; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Lehrerrolle; Teaching practice; Unterrichtspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Qualitative Forschung; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Modeling; Modelling; Modellierung; Didaktik; Trainingsmaßnahme; Neuseeland
Abstract	Classroom experience is an important part of initial teacher education (ITE) and the teachers who work with student teachers in schools have a significant impact on learning in this context. While many studies have documented what the role of these teachers should be, it is also important to consider how the role is conceptualised by the teachers themselves. This qualitative study compares the views of New Zealand primary school teachers with that of an ITE provider. The findings show some differences among the teachers and significant differences between classroom teachers' interpretations of their role and the expectations of the ITE provider. Teacher interpretations are firmly held and there is more work to be done to explore understandings of educative mentoring and so develop a coherent shared vision of roles in the practicum community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01