Mentoring as More than "Cheerleading": Looking at Educative Mentoring Practices through Mentors' Eyes

Autor/inn/en	Stanulis, Randi N.; Wexler, Lindsay J.; Pylman, Stacey; Guenther, Amy; Farver, Scott; Ward, Amy; Croel-Perrien, Amy; White, Kristen
Titel	Mentoring as More than "Cheerleading": Looking at Educative Mentoring Practices through Mentors' Eyes
Quelle	In: Journal of Teacher Education, 70 (2019) 5, S.567-580 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487118773996
Schlagwörter	Mentors; Cooperating Teachers; Teacher Attitudes; Faculty Development; Elementary School Teachers; Preservice Teacher Education; Student Teachers; Planning; Observation; Feedback (Response); Student Evaluation; Homework; College School Cooperation + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ablaufplanung; Planungsprozess; Beobachtung; Schulnote; Studentische Bewertung; Hausaufgabe
Abstract	Traditionally, classroom teachers have been asked to "cooperate" during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. We report on mentor's talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although we introduced and gave name to particular mentoring practices, the mentors' interpretations of what these look like when done in educative ways helped us craft the definitions we present in our findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01