Mentoring Matters: Working with Student Teachers

Sonst. Personen	McCann, Thomas M. (Hrsg.); Johannessen, Larry (Hrsg.)
Titel	Mentoring Matters: Working with Student Teachers
Quelle	In: English Journal, 99 (2009) 1, S.114-117 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Stellungnahme; Student Teachers; Mentors; English Teachers; Cooperating Teachers; English Instruction; Personal Narratives; Interpersonal Relationship; Teacher Responsibility; Lesson Plans; Planning; Educational Technology; Technology Integration; Family School Relationship; Reflection; Middle School Teachers + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Co-operation; Cooperation; Kooperation; English langauage lessons; Erlebniserzählung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrverpflichtung; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Unterrichtsmedien; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This article presents the story and reflection of Jennifer Ritter who shares two critical elements in the process of induction into the world of teaching English. She reminds teachers that the matching of student teacher and cooperating teacher is seldom the result of the extended scrutiny of the attributes of the prospective teacher and the characteristics of the mentor. More common is the placement of the student teacher with any available experienced teacher who is willing to mentor and who recognizes the need to provide strong support to continue to enrich the professional ranks of English teachers. In Jennifer's reflection, a fairly familiar situation can be seen when the prospective teacher raises some doubts that might initially suggest the necessity to counsel the candidate into another profession. But doubt defines the condition of the beginning teacher, and it is not easy to predict with certainty whether someone will be a highly competent teacher or a dismal failure. (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