Learning to Teach with Two Mentors: Revisiting the "Two-Worlds Pitfall" in Student Teaching

Autor/inn/en	Smith, Emily R.; Avetisian, Virginia
Titel	Learning to Teach with Two Mentors: Revisiting the "Two-Worlds Pitfall" in Student Teaching
Quelle	In: Teacher Educator, 46 (2011) 4, S.335-354 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2011.604400
Schlagwörter	Student Teaching; Constructivism (Learning); Student Teachers; Mentors; Elementary Secondary Education; Cooperating Teachers; Teaching Methods; Universities; Teacher Collaboration; Case Studies; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Lehrerkooperation; Case study; Fallstudie; Case Study; Lehramtsstudiengang; Lehrerausbildung
Abstract	Research on learning to teach repeatedly cites the disjuncture in teaching practices promoted across universities and K-12 schools. Much of the literature that is focused on this "two-worlds pitfall" (Feiman-Nemser & Buchmann, 1985) describes the influence of cooperating teachers' more traditional teaching practices on teacher candidates' developing practice. This article, however, provides a case study of a student teacher whose commitment to social constructivist practices was reinforced by the intersection of competing views of teaching and mentoring that collided during her student teaching. We highlight the significant impact of the cooperating teacher's approach to mentoring--more so than teaching--on a student teacher's developing practice. We conclude with recommendations for supporting student and cooperating teachers to develop shared understandings of the purpose of student teaching and mentoring and to engage in educative dialogues about teaching that support the cross-institutional negotiations inherent in mentoring and learning to teach. (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