Mentoring and Building Professional Competences of Pre-Service Teachers: Theoretical Proposals and Empirical Illustrations

Autor/inn/en	Chalies, Sébastien; Xiong, Ziyin; Matthews, Rebecca
Titel	Mentoring and Building Professional Competences of Pre-Service Teachers: Theoretical Proposals and Empirical Illustrations
Quelle	In: Professional Development in Education, 47 (2021) 5, S.796-814 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1651753
Schlagwörter	Mentors; Teacher Competencies; Preservice Teachers; Competency Based Teacher Education; Cooperating Teachers; Self Actualization; Foreign Countries; Student Teacher Supervisors; College School Cooperation; France + Suchen Sie Ihr Suchwort? Lehrkunst; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Self actualisation; Selbstverwirklichung; Ausland; Frankreich
Abstract	This theoretical study examines the mentoring situation and how it might be adjusted to contribute optimally to building pre-service teachers' competences. The study first presents an original theoretical conceptualisation based on which the dynamics of competence building is defined. This conceptualisation is then empirically illustrated and a discussion follows on how cooperating teachers can organise mentoring activity to more effectively support the self-development of pre-service teachers. Last, we argue that a principle of continuity is needed rather than the strict alternation between teacher education at the university and training in the schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01