Critical Thinking, Caring and Professional Agency: An Emerging Framework for Productive Mentoring

Autor/inn/en	Mooney Simmie, Geraldine; Moles, Joanne
Titel	Critical Thinking, Caring and Professional Agency: An Emerging Framework for Productive Mentoring
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 19 (2011) 4, S.465-482 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Caring; Mentors; Critical Thinking; Teacher Educators; Principals; Program Effectiveness; Masters Degrees; Graduate Students; Teachers; Models; Foreign Countries; Theories; Inquiry; Ireland + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Kritisches Denken; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Principal; Schulleiter; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrer; Lehrerin; Lehrende; Analogiemodell; Ausland; Theory; Theorie; Irland
Abstract	In this paper, we report on a mentoring programme which provides an accreditation pathway to a master's level qualification. The paper served three purposes. First, informed by selected literature on education we caution against expedient reductionist models that are based solely on novice-expert mentoring relationships with limited facility for critical inquiry. Second, we present an evolving theoretical framework for "productive mentoring" based on our critique of a preferred academic literature and interactions with mentor teachers, school principals and teacher educators. We proactively encouraged an awareness of societal norms and traditions that can appear as counterculture to critical thinking. Lastly, we consider some implications for "productive mentoring" as an academic, caring and professional practice within a continuum of teacher education. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10