The Role of Mentor Teacher-Mediated Experiences for Preservice Teachers

Autor/in	Kang, Hosun
Titel	The Role of Mentor Teacher-Mediated Experiences for Preservice Teachers
Quelle	In: Journal of Teacher Education, 72 (2021) 2, S.251-263 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Hosun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487120930663
Schlagwörter	Teacher Role; Cooperating Teachers; Teaching Experience; Preservice Teachers; Interpersonal Relationship; Mentors; Feedback (Response); Preservice Teacher Education; Teaching Methods; Modeling (Psychology) + Suchen Sie Ihr Suchwort? Lehrerrolle; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Modeling; Modelling; Modellierung
Abstract	This study aims to better understand the role of mentor teacher-mediated experiences in preservice teachers (PTs)' progress toward the vision of teaching advocated by their programs. Data were collected from multiple cohorts of preservice science teachers at two university-based teacher preparation programs. Employing a qualitative, multiple case study approach, a total of 35 cases were analyzed focusing on the quality of mentor teacher-mediated experiences (i.e., modeling program-advocated vision of teaching, supporting PTs' experimentation, and providing feedback), and its relationship to PTs' progress over time. The analyses show that mentor teachers' supportiveness for PTs' experimentation played a critical role in facilitating PTs' desirable changes. Well-structured experimentation created conditions for PTs to notice, leverage, and expand students' sense-making repertoires in classrooms. Mentors' modeling of program-recommended practices was not necessarily related to PTs' progress. This study raises questions about prevalent perceptions of a good mentor teacher as someone who models program-recommended practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01