The Practicum-Mentor Identity in the Teacher Education Context

Autor/inn/en	Badia, Antoni; Clarke, Anthony
Titel	The Practicum-Mentor Identity in the Teacher Education Context
Quelle	In: Teaching Education, 33 (2022) 4, S.355-371 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Badia, Antoni) ORCID (Clarke, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2021.1920910
Schlagwörter	Teacher Education Programs; Mentors; Practicums; Self Concept; Professional Identity; Elementary School Teachers; Secondary School Teachers; Cross Cultural Studies; Foreign Countries; Teacher Attitudes; Teacher Surveys; Teacher Collaboration; Student Teachers; Cooperating Teachers; Teacher Student Relationship; Coaching (Performance); Faculty Development; Teaching Skills; Student Evaluation; College School Cooperation; Spain; Canada + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Selbstkonzept; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cultural comparison; Kulturvergleich; Ausland; Lehrerverhalten; Lehrerkooperation; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Kooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schulnote; Studentische Bewertung; Spanien; Kanada
Abstract	This study describes the practicum-mentors' identity in a teacher education context based on Dialogical Self Theory (DST) and the related 'position' and 'I-position' concepts. Participants were 48 Spanish and Canadian primary and secondary teachers who participated via an online written survey. The data were analysed using qualitative and quantitative procedures. Findings show a comprehensive description of nine types of positions and twenty types of I-positions. Based on these categories, three clusters of practicum-mentors, which represent three different ways of being a mentor, were identified: (1) a collaborative partner focused on student-teacher (ST) professional development, including the design, and teaching of ST skills acquisition; (2) a collaborative partner focused on design, teaching, and assessment of ST skills acquisition, and (3) a coaching partner focused on teaching and individualised ST learning. The findings can promote closer collaboration between universities and schools concerning the design of more relevant professional development for mentors based on the three identified ways of being a mentor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01