An Analysis of Mentoring Conversations with Beginning Teachers: Suggestions and Responses

Autor/inn/en	Strong, Michael; Baron, Wendy
Titel	An Analysis of Mentoring Conversations with Beginning Teachers: Suggestions and Responses
Quelle	In: Teaching & Teacher Education: An International Journal of Research and Studies, 20 (2004) 1, S.47-57 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2003.09.005
Schlagwörter	Mentors; Beginning Teachers; Collegiality; Interprofessional Relationship; Teacher Collaboration; Interpersonal Communication + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Kollegialität; Lehrerkooperation; Interpersonale Kommunikation
Abstract	This study analyzes how mentor teachers make pedagogical suggestions to beginning teachers during mentoring conversations and how beginning teachers respond. Sixty-four conversations between 16 veteran teacher mentors and their beginning teacher proteges are examined and analyzed. The analysis reveals the extreme efforts of mentors to avoid giving direct advice, and a corpus that includes many indirect suggestions, about one-third of which produce elaborated responses from the novice teachers. It is suggested that the observed conversational patterns may be largely explained by the philosophy of the program (based on the Cognitive Coaching model) of which the mentors and beginning teachers are a part. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10