Inquiry-Oriented Mentoring in the Professional Development School: Two Illustrations

Autor/inn/en	Yendol-Hoppey, Diane; Dana, Nancy Fichtman; Delane, Darby Claire
Titel	Inquiry-Oriented Mentoring in the Professional Development School: Two Illustrations
Quelle	In: School-University Partnerships, 3 (2009) 1, S.6-13 (8 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Professional Development Schools; Mentors; Inquiry; Cooperation; Partnerships in Education; Internship Programs; College School Cooperation; High Stakes Tests; Academic Achievement; Preservice Teachers; Teacher Education + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Hochschulpartnerschaft; Berufspraktische Ausbildung; Schulleistung; Lehrerausbildung; Lehrerbildung
Abstract	This article introduces the process of inquiry-oriented mentoring as an appropriate tool for developing the knowledge, skills, and abilities of mentors who work with prospective teachers within the professional development school. The process shows promise as a tool for capturing the knowledge of what constitutes powerful mentoring practices, by drawing on the systematic study of mentors engaged in studying their own work. Drawing on the tenants of teacher inquiry, this article offers two illustrations of what inquiry-oriented mentoring looks like, and it discusses how inquiry-oriented mentoring might contribute to deepening the mentoring knowledge base. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10