Literaturnachweis - Detailanzeige
| Autor/inn/en | Childre, Amy L.; Van Rie, Ginny L. |
|---|---|
| Titel | Mentor Teacher Training: A Hybrid Model to Promote Partnering in Candidate Development |
| Quelle | In: Rural Special Education Quarterly, 34 (2015) 1, S.10-16 (7 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| Schlagwörter | Teacher Education Programs; Mentors; Teacher Role; Evidence Based Practice; Rural Schools; Elementary Secondary Education; Special Education; Online Courses; Educational Technology; Learning Modules; Continuing Education; Distance Education; Program Evaluation; Teacher Surveys; Teacher Competencies; Georgia Lehrerrolle; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special needs education; Sonderpädagogik; Sonderschulwesen; Online course; Online-Kurs; Unterrichtsmedien; Learning module; Lernmodul; Weiterbildung; Distance study; Distance learning; Fernunterricht; Programme evaluation; Programmevaluation; Lehrkunst |
| Abstract | In order to promote high quality clinical experiences for teacher candidates, one of the recent changes to educator preparation accreditation standards specifically targeted clinical faculty qualifications. Qualified mentor teachers are critical clinical faculty because they serve as the model for training practices for teacher candidates, the tangible link between research and practice. For optimal training outcomes, educator preparation programs must ensure mentor teachers are skilled in both mentoring teacher candidates and in modeling practices central to candidate preparation. This article describes a hybrid mentor teacher training designed to promote mentor teacher awareness of training program requirements and mentoring responsibilities as well as proficiency in evidence-based practices. Resources, online tools, and collaborative partnerships to support implementation by rural training programs are discussed. Mentor teacher evaluation of the pilot program is reported. Considerations are shared for establishment of P-12 partnerships in clinical faculty preparation and development of sustainable training models. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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