Conceptualizing Mentor Knowledge: Learning from the Insiders

Autor/inn/en	Parker-Katz, Michelle; Bay, Mary
Titel	Conceptualizing Mentor Knowledge: Learning from the Insiders
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 5, S.1259-1269 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2007.05.006
Schlagwörter	Mentors; Educational Change; Urban Areas; Observation; Preservice Teachers; Knowledge Level; Teacher Education + Suchen Sie Ihr Suchwort? Bildungsreform; Urban area; Stadtregion; Beobachtung; Wissensbasis; Lehrerausbildung; Lehrerbildung
Abstract	This study addresses the question: What constitutes mentors' knowledge? What guides their actions with novices, and how does that shape their use of mentoring knowledge? We addressed these questions by forming conversation groups of 17 urban mentors who met over 6 months. Recursive review of transcripts and observations reveal three findings: mentors focus on which candidates should become teachers, on how pupils' learning is central, and on how mentors and novices can perceive of teaching as a collective responsibility. We connect mentors' knowledge to current teacher education reform efforts, and discuss the significance. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10