What Do Student Teachers Learn? Perceptions of Learning in Mentoring Relationships

Autor/inn/en	Rajuan, Maureen; Beijaard, Douwe; Verloop, Nico
Titel	What Do Student Teachers Learn? Perceptions of Learning in Mentoring Relationships
Quelle	In: New Educator, 4 (2008) 2, S.133-151 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
Schlagwörter	Student Teachers; Practicums; Mentors; Student Teacher Supervisors; Supervision; Cooperating Teachers; Teacher Educators; Teaching Methods; Teaching Skills; Teacher Student Relationship; Field Experience Programs; Student Journals; Teacher Effectiveness; Student Development; English (Second Language); Language Teachers; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Praxisnahes Lernen; Studentenzeitung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland
Abstract	Student teachers and teacher educators view the practicum experience as the most significant aspect of learning to teach. Student teachers regard the relationship with their cooperating teachers as the most important part of the fieldwork experience. However, what student teachers learn about teaching practice from their cooperating teachers remains an unanswered question. We attempted to answer this question by collecting data of learning outcomes from student teachers' pedagogical journals. The theoretical framework of orientations to teaching and teacher education developed by Calderhead and Shorrock (1997) was used to categorize the reported learning outcomes. This framework consists of academic, technical, practical, personal, and critical orientations. The student teachers reported learning outcomes in the full range of these orientation categories. Based on the results, recommendations are made for mentoring and for the supervision of student teachers. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10