"Every Experience Is a Moving Force": Identity and Growth through Mentoring

Autor/in	Johnson, Kimberly A.
Titel	"Every Experience Is a Moving Force": Identity and Growth through Mentoring
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 19 (2003) 8, S.787-800 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2003.06.003
Schlagwörter	Moral Values; Student Teachers; Language Teachers; Cooperating Teachers; Ethics; English (Second Language); English Instruction; Masters Programs; Second Language Learning; Second Language Instruction; Teacher Student Relationship; Cultural Awareness; Mentors; Professional Development; Personal Narratives; Religious Factors + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Ethik; English as second language; English; Second Language; Englisch als Zweitsprache; English langauage lessons; Englischunterricht; Magister course; Magisterstudiengang; Zweitsprachenerwerb; Fremdsprachenunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural identity; Kulturelle Identität; Erlebniserzählung
Abstract	This narrative of the experience of a native English speaking (NES) cooperating teacher working with a nonnative English speaking (NNES) student teacher in an MA Teaching English as a Second Language practicum begins with a discussion of teacher identity, then outlines the significance of caring in teacher-student relations Noddings (Caring: A feminine approach to ethics and moral education, University of California Press, Berkeley, CA, 1984) and personal values and beliefs within those relations Johnston (Values in English Language Teaching, Lawrence Erlbaum, Malwah, NJ, 2002). These then frame an understanding of three critical incidents Tripp (Qual. Stud. Educ. 7(1) (1994) 65), and the emergent themes of language expertise, cultural ways of knowing and doing, and conflicting religious beliefs. It concludes with a discussion of the value of writing and sharing teacher narratives for professional development. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10