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Autor/inWexler, Lindsay Joseph
Titel'I Would Be a Completely Different Teacher if I Had Been with a Different Mentor': Ways in Which Educative Mentoring Matters as Novices Learn to Teach
QuelleIn: Professional Development in Education, 46 (2020) 2, S.211-228 (18 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Wexler, Lindsay Joseph)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1941-5257
DOI10.1080/19415257.2019.1573375
SchlagwörterMentors; Teacher Role; Beginning Teachers; Student Teachers; Program Effectiveness; Interpersonal Relationship; Influences; Thinking Skills; Decision Making; Planning; Reflection; Formative Evaluation; Learner Engagement
AbstractThis study investigates the role of educative mentors as two novices learn to teach, following them from their yearlong student teaching (2015-2016) through their first-year teaching (2016-2017). During student teaching, each novice was paired with a mentor teacher who received preparation and support to engage in educative mentoring practices. This study analyzes evidence from multiple data sources collected over 2 years to understand what novices take up from their student-teaching mentors and take with them into their first-year teaching. Findings illustrate that the activities of mentoring matter in the learning to teach process of novices, particularly related to the way novices are able to focus their planning, instruction, and reflection around pupil thinking and understanding. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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