Mentoring in Transformative Hybrid Spaces: Preservice Teacher Preparation and Literacy Learning in Moçambique

Autor/inn/en	Sailors, Misty; Hoffman, James V.
Titel	Mentoring in Transformative Hybrid Spaces: Preservice Teacher Preparation and Literacy Learning in Moçambique
Quelle	In: Journal of Adolescent & Adult Literacy, 63 (2019) 2, S.127-133 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.972
Schlagwörter	Foreign Countries; Preservice Teacher Education; Teacher Education Programs; Experiential Learning; Rural Areas; Literacy Education; Mentors; Transformative Learning; Mozambique + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Rural area; Ländlicher Raum; Pädagogische Transformation; Mosambik
Abstract	The work of the authors as teacher educators spans contexts (in the United States and Southern Africa) that share both similarities and differences. In both contexts, the authors, as a team of teacher educators, seek out ways to improve the experiences that they offer beginning teachers in programs. In this commentary, the authors review the importance of field experiences for preservice teachers, especially experiences that operate in hybrid spaces. The authors provide an overview of what one such hybrid space looks like in the context of the Chitima Institutos de Formação de Professores (teacher training institute), located in a rural village in Mozambique. It is through their shared work that the authors hope to disrupt traditional notions of teacher education and literacy learning and teaching for the beginning teachers at the institute, as well as programs in other contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01