Forming University and Teacher Partnerships in an Effort to Reframe and Rethink Mentoring Programs

Autor/in	Guise, Megan
Titel	Forming University and Teacher Partnerships in an Effort to Reframe and Rethink Mentoring Programs
Quelle	In: English Journal, 102 (2013) 3, S.65-70 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Mentors; Program Implementation; Partnerships in Education; Beginning Teachers; College Faculty; English Teachers; State Standards; Communities of Practice; Electronic Publishing; Alumni; Social Networks; Computer Mediated Communication; Teacher Educators; College School Cooperation; Preservice Teachers; Workshops; Program Descriptions; Teacher Education; California + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Junior teacher; Junglehrer; Fakultät; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Community; Elektronisches Publizieren; Social network; Soziales Netzwerk; Computerkonferenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lernwerkstatt; Schulung; Kalifornien
Abstract	Although there is some agreement in the field of education as to what constitutes a mentor and the roles and responsibilities of a mentor, mentoring programs vary drastically across states and across schools with respect to the amount of structure and the resources available to implement these programs. Too often, mentoring programs take on a "sink or swim" mentality with teachers not feeling the support that they need during the first several years of teaching due to a poorly implemented mentoring program. In other mentoring programs, beginning teachers feel very supported; however, these beginning teachers are left to fend for themselves when the mentoring program concludes after the first two or three years (Barnes-Ryan; Feiman-Nemser). Instead of thinking about teacher development as a series of discrete stages, mentors in schools and universities might re-conceptualize the process as a continuum, with the faculty involved in the preparation continuing a partnership to support the development of beginners in the schools. (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