Collaborative Co-Mentoring for the Novice and the Experienced English Teacher

Autor/in	Bickmore, Steven T.
Titel	Collaborative Co-Mentoring for the Novice and the Experienced English Teacher
Quelle	In: English Journal, 102 (2013) 3, S.49-57 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Mentors; Teaching Methods; Beginning Teachers; Experienced Teachers; Standards; Preservice Teachers; Faculty Development; Educational Environment; Student Centered Curriculum; English; Interpersonal Relationship; Middle School Teachers; High Schools; Secondary School Teachers; Teacher Attitudes; Seminars; Language Arts; English Teachers; Teacher Collaboration + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Standard; Lernumgebung; Pädagogische Umwelt; Schulumwelt; English language; Englisch; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Lehrerverhalten; Seminar; Sprachkultur; English language lessons; Englischunterricht; Lehrerkooperation
Abstract	Novice teachers often find themselves isolated; they are often assigned students with the most difficult challenges, with no mentor, and without professional learning to further develop the skills they began to acquire as student teachers. It is important to disrupt the institutionalized isolation of the novice teacher (Darling-Hammond and Sclan; Stansbury and Zimmerman; Weiss and Weiss). When novice teachers engage in professional development and mentoring that promotes collective participation, focuses on content, and encourages coherence to and alignment with standards and assessments, they are more likely to develop and practice a classroom pedagogy that emancipates their students and themselves (Garet, Birman, et al.; Garet, Porter, et al.). Novice teachers can feel less pressure from legislative mandates, reinforce student-centered methodologies, and master practices learned as preservice teachers when supported in their new profession. Finally, they need to feel like they are part of the positive culture and climate of the school and the teaching community. (Contains 2 figures and 1 note.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10