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1.
《Teaching and Teacher Education》2001,17(1):75-88
This paper describes and interprets the meanings that one novice mentor attributes to ‘reading a mentoring situation’, an organizing metaphor for describing how one experienced teacher of English learns to analyze one aspect of her learning in talking to mentor teachers of English throughout her first year of induction into mentoring. The study revealed that learning to become a mentor is a conscious process of induction into a different teaching context and does not ‘emerge’ naturally from being a good teacher of children. Thus, at an operational level, teacher education programs should prepare teachers for this passage by encouraging the dissemination of in-service courses that allow novice mentors the opportunity to articulate the construction of their new role. Such courses can be structured as ‘learning conversations’ whereby mentors are encouraged to reflect on their roles in the company of fellow mentors, mediated by an experienced mentor of mentors. 相似文献
2.
《学习科学杂志》2013,22(3):317-346
In a year-long, school-based teacher education project, primary school teachers were given workshop- and classroom-based support, including sustained mentoring, as they appropriated a generative heuristic for teaching technology-and-science in their classrooms. The mentor participated in their lessons and recorded her frequent conversations with teachers. Extracts from 3 conversations (of many, spanning 5 months) between 1 teacher and the mentor illustrate this teacher's changing ideas and the mentor's role. The teacher realized that although she preferred to learn generatively, she had been using instructionist approaches in her technology-and-science teaching. These dialogues show how the mentor supported this teacher as she gradually aligned her technology-and-science teaching with the generative style of learning she already valued. 相似文献
3.
The increased emphasis on school‐based programmes as part of initial teacher education has resulted in renewed efforts to forge more effective partnerships between higher education institutions and schools. The University of Bath has established a mentor development programme to ensure that subject mentors have an opportunity to examine ways to engage novice teachers in critical reflection about their practice while providing the support and challenge necessary to help them develop as teachers. This study is based on experienced mentors’ and their perspective on their work with novice teachers and it is a follow‐up to earlier research based on Daloz’ model (1986, Effective Teaching and Mentoring, San Francisco, Jossey Bass) of support and challenge. It examines an emerging mentoring pedagogy through which experienced mentors attempt to engage novice teachers in shaping their own vision of teaching. Three mentor profiles are discussed—the laissez‐faire, the collaborative and the imperial mentor. 相似文献
4.
Minh Hue Nguyen 《Asia-Pacific Journal of Teacher Education》2017,45(4):399-415
This paper reports on how Maria (pseudonym), a non-native English speaker (NNES) and preservice teacher (PST) of English as an additional language (EAL), developed her professional identity during the practicum in an Australian secondary school. Drawing on activity theory, the study identified contradictions in Maria’s practicum activity and examined how Maria’s professional identity developed through her negotiation of the contradictions. Data included interviews with Maria before, during and after the practicum, her reflections, an interview with her school mentor (Ms Davies, pseudonym), and relevant documents. The findings reveal that Maria experienced contradictions between her multiple identities of NNES, student, becoming teacher, and classroom teacher, between her mentor’s teaching approach and that of her own, and between her practice and rules. The findings provide implications for researching teacher identity and supporting preservice EAL teachers in developing productive teacher identities during the practicum. 相似文献
5.
This study investigates how mentor talk unfolds in a community of learners during an entire school year in the context of practice teaching in university teacher education. Specifically, it focuses on how emergent styles and patterns of mentor’s talk shaped power relations in the discourse, promoting different kinds of learning environments. Data collection included 23 video-recorded meetings of the learning community of 11 student teachers and a university mentor and 25 semi-structured interviews with all participants including the mentor. Findings show that styles and patterns of mentor talk are central to how a particular learning environment in a community develops. Implications for pre-service mentors’ roles in the context of student teacher learning in a community are discussed. 相似文献
6.
In teacher identity research, limited attention has been paid to how pre-service teachers constructed their identities by negotiating with different emotions in their practice. To fill this gap, the present study, drawing upon the approach of narrative inquiry, explores how a student-teacher – Ming – negotiated and navigated conflicting emotions in the process of becoming a teacher. The findings show that while Ming experienced some negative feelings in his work, which challenged his self-belief as a teacher, the positive emotions derived from his students’ progress and recognition contributed to his teacher identity. However, due to the constraints imposed by his mentor and the school context, his negative emotions gradually escalated, posing severe impediments to his teacher identity. The emotional flux and identity change of the student-teacher can be attributed to his professional learning in the structural and cultural working conditions with hidden ‘emotional rules’ embedded in the practicum school. This paper argues for the inclusion of teacher emotions as an indispensable part of pre-service teacher education. 相似文献
7.
Marsha Sowell 《Clearing house (Menasha, Wis.)》2017,90(4):129-134
In order to improve student achievement, school systems must provide new teachers with support to become effective teachers more quickly. Educators frequently use mentoring to support new teachers and reach the goals of improved classroom performance as well as teacher retention. The intention in this study was to provide insights into the mentoring of beginning teachers working in the middle grades. In this exploratory case study, three elements of a mentoring model deemed necessary for the implementation of effective mentoring for middle school teachers are presented. First, the mentor must forge a trusting relationship with the new teacher. Second, the mentor must support and guide the new teacher in creating a classroom environment that is supportive of learning. Third, the mentor must be able to support and guide the new teacher in instructional strategies appropriate to the content and context of the classroom. Furthermore, this research highlighted a need for mentors to receive ongoing training in classroom management, instructional practices, and relationship building in order to remain effective mentors. Without effective trained mentors programs will fail to meet their goals of improving instruction and retaining teachers past their induction year. 相似文献
8.
《Teaching and Teacher Education》2001,17(1):51-73
Drawing on data from twenty-three US, UK, and Chinese mentor teachers, this study explores the relationship between contexts of mentoring and mentoring practice. It discusses learning opportunities created by mentoring in different contexts for novices to learn to teach. Through comparative analysis, it finds that mentoring practices show greater differences across programs and countries than within. This is the case even when mentors are practicing or moving toward practicing a kind of teaching as expected by education reformers. These differences are reflected in mentors’ beliefs about what novices need to learn, their interaction patterns and foci with novices. Three instructional contexts in each setting shape such differences: structure of school curriculum and assessment, organization of teaching and mentoring, and student population. These findings suggest that the reform-minded teaching practice that mentors developed does not necessarily guarantee the effective mentoring that supports teacher learning and teaching reform. Teacher educators should pay attention to the influences of instructional contexts on mentoring and the kinds of learning opportunities that mentoring creates for novice teachers in different contexts. When designing mentoring programs and arranging mentoring relationships, teacher educators need to consider how to restructure school contexts and help mentors learn how to mentor. 相似文献
9.
Frances J. Langdon 《Teacher Development》2017,21(4):528-546
While studies have shown that mentoring is central to new teacher development, few investigations have examined what mentors learn about themselves as mentors. The purpose of the study was to illuminate mentor learning. The article reports on two case studies that investigated the development of mentoring expertise over a two-year period. During this period, the two mentor participants were engaged in a professional development intervention focused on fostering mentoring expertise. Data sources included transcribed professional conversations, interviews and action research documentation. Analysis of these data found that despite good intentions, mentors’ preconceptions of their role were difficult to change. Where substantive change was evident, there was a conceptual shift from a focus on mentee and student learning to include mentor learning. The study suggests that the development of mentor expertise is complex and cannot be assumed. The complexity associated with letting go of deeply ingrained beliefs and practices to develop mentoring expertise is illuminated in the dynamic interaction between the school context, the mentor’s preconceptions and re-conceptualisation of their role along with the on-going assessment of professional learning opportunities. 相似文献
10.
Janette Long 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):11-18
This article is to explore the possibilities of mentoring for school based teacher education in Australia. Traditionally, supervision at the school level during the practicum in Australia has been focused on the classroom teacher whose role was to oversee and watch the direct work of the student teacher. However with the reforms in teacher education within the higher education sector which began in the late 1980s, a new challenge has arisen, which emphasises a shift of focus within the practicum from the role of classroom teacher as supervisor to one of mentor. Therefore, teachers who wish to become mentors will require new skills and competencies which extend beyond those of supervision, which necessitates the need for further training and education of classroom teachers. This article examines the mentoring role and the skills needed by teachers in supporting the development and education of student teachers into the teaching profession. The article also briefly examines the implications that this shift in focus from supervisor to mentor may bring for the participants involved in the education of student teachers. 相似文献
11.
Professional development (PD) opportunities for teachers most commonly take place outside the classroom and are typically designed to address specific components of teachers’ instruction or curriculum. However, there are other activities that take place within the classroom that may have a profound impact on the PD of a teacher. We sought to gain a deeper understanding of the influence that placing a teacher in a mentor role can have on their PD and practice. Thus, we researched the influence of mentor teachers’ work with university-level STEM education majors by engaging in teaching a limited series of STEM inquiry-based lessons in the mentors’ classrooms. Surveys of the mentor teachers indicated that there were many positive benefits for mentors, including gaining new ideas, increased reflection on their practice, increased engagement of students, and in some cases shifts in practice. 相似文献
12.
This study confirms the role of genuine conversation as the enabler in good mentoring of pre-service teachers. The practicum plays an essential role in moving the pre-service teacher beyond learning about teaching to the practice of teaching. Yet the benefit of the practicum is often constrained by relational tensions, disappointment and frustrations for both the pre-service teacher and the mentor. The authors report on the findings drawn from stories and experiences of pre-service teachers and mentors as they participated in a final practicum in a range of Australian secondary schools. This paper uses social learning theory as a framework for understanding the key aspects of pre-service teacher mentoring: specifically, Wenger’s three interrelated concepts of mutual engagement, joint enterprise and shared repertoire. Conversation plays a critical role in these areas and hence enables successful practicum experiences. Recommendations to enhance professional conversations focus on strengthening the relationship through considered pre-service teacher placement, close school/university partnerships, mentor programmes and the selection of appropriate mentors. 相似文献
13.
Mentoring the mentors: student teachers' contributions to the middle school classroom 总被引：1，自引：0，他引：1
Dana L. Grisham Janet L. Ferguson Beverly Brink 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):307-319
This study presents three case studies of teacher candidates in a Masters in Teaching (MIT) Program who interned in a well‐established middle school Professional Development School (PDS) in Washington State. Each of the three portraits reveals how student teachers can positively influence the learning outcomes of middle school students by bringing intellectual excitement and teaching renewal into the literacy classrooms of mentor teachers. Teacher interviews, teacher candidate reflections, and observations document the strengths brought to the classroom by teacher candidates, as well as the challenges they and their mentor teachers faced. The researchers conclude that flexibility and openness to learning on the part of mentor teachers are conditions that provide optimal support to teacher candidates and increase the opportunities for learning to occur for both mentor and mentee. This study also investigates outcomes for mentor teachers involved in collaborative inquiry with student teachers during an internship within the larger context of a partnership with education faculty at a university. The intention was to extend preliminary research by exploring more deeply the potential benefits of collaborative inquiry for the mentor teachers involved in partnership with a university. 相似文献
14.
For a long time, there has been a tradition in China of experienced teachers helping beginning teachers. This empirical school study investigates the kinds of support that are provided by eight dyads of mentoring teacher and first‐year secondary school teachers in Guangzhou of southern China and the major factors affecting mentoring support. In addition, this research focuses on the professional development of first‐year teachers in areas of subject knowledge, student, teaching and classroom management. The findings reveal that mentors provide four forms of support: provision of information, mutual lesson observation, collaborative lesson preparation and discussion in the office. Factors affecting mentoring support include teaching workload, grade and subject, style of mentor–protégé interactions, relationships between mentor and mentee, incentives for the mentors, and collegial culture in the case study schools. It is notable that there are positive and negative developments perceived by the protégé and the foci of mentoring tend to be the teaching of content rather than curriculum and pedagogy. 相似文献
15.
This article reports on the findings of a study looking at the role of the school‐based mentor in developing the competence of trainee teachers in relation to the use of information and communications technology (ICT) in the classroom. One key factor in determining the contribution of the mentor appears to be the level of confidence in his/her ability to use ICT, both personally and in the classroom, which in turn has an effect on both the nature and range of the support given to the trainee teacher. Questionnaire and interview data indicated that many mentors feel that their ICT expertise is often not as great as that of the trainee (and therefore feel less confident and/or willing to offer guidance in this area) and that they are unable to offer support to trainees in relation to contexts that involve the use of ICT in the classroom. The authors would suggest that traditional approaches to mentoring might need to be reviewed in the light of this and they would argue that there could be benefits from adopting more innovative ways of working whereby the trainee’s ICT knowledge and skills might be used to full effect when combined with the mentor’s understanding of classroom teaching and learning. Such a model has implications for the providers of initial teacher training and these are discussed. 相似文献
16.
17.
Trevor Davies 《Journal of Educational Change》2013,14(1):51-71
The study explores what happens to teachers practice and professional identity when they adopt a collaborative action research approach to teaching and involve external creative partners and a university mentor. The teachers aim to nurture and develop the creative potential of their learners through empowering them to make decisions for themselves about their own progress and learning directions. The teachers worked creatively and collaboratively designing creative teaching and learning methods in support of pupils with language and communication difficulties. The respondents are from an English special school, primary school and girls secondary school. A mixed methods methodology is adopted. Gains in teacher confidence and capability were identified in addition to shifts in values that impacted directly on their self-concept of what it is to be an effective teacher promoting effective learning. The development of their professional identities within a team ethos included them being able to make decisions about learning that are based on the educational potential of learners that they proved resulted in elevated standards achieved by this group of learners. They were able to justify their actions on established educational principles. Tensions however were revealed between what they perceived as their normal required professionalism imposed by external agencies and the enhanced professionalism experienced working through the project where they were able to integrate theory and practice. 相似文献
18.
Wasyl Cajkler Phil Wood Julie Norton David Pedder 《Cambridge Journal of Education》2013,43(4):537-554
Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England. Using Dudley’s framework, Geography and Modern Languages trainees and school-based colleagues collaboratively planned a ‘research lesson’. This was taught by the mentor while the trainee and other teachers observed the learning of three ‘focus’ students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the ‘pedagogic black-box’ enriching the experience and learning of both trainees and mentors. Successfully integrated, LS improves support for teacher development in teaching practice placements. 相似文献
19.
Understanding how experienced teachers share and articulate effective mentoring practices can guide efforts to prepare quality mentors. This qualitative study focused on mentoring practices within a teacher-designed student-teaching program conceptualized while the mentor teachers within the program were students in a graduate-level mentoring course and implemented upon the mentors’ completion of their graduate studies. Data sources included interviews and field notes from meetings with mentors and student teachers. The results detail specific mentoring practices: explicit instruction through scaffolding, developing the whole teacher, student-teacher-directed learning, fostering student teachers’ individual practice, explicit mentoring of one another, and reflecting on mentoring. These practices were enabled by program structures such as mentor meetings, an online forum, and mentors’ observation of all student teachers in the program. 相似文献
20.
《Teaching and Teacher Education》2006,22(6):700-710
This paper reports on the findings from a review of classroom-based action research reports by the masters students of an in-service teacher education programme offered by the Aga Khan University, Institute for Educational Development in Karachi, Pakistan. In these reports the students played the roles of researchers and mentors, i.e. they worked as mentors with teachers in a school, researched the process of mentoring and reported the findings. I undertook this review to report findings related to impact on schools and classrooms of new approaches to teacher development. While, the findings stopped short of reporting impact of mentoring on classrooms, it revealed significant issues pertaining mentors’ roles. There was tension in how these roles were conceptualized within the masters programme and how they were enacted. For example, the mentors were expected to work in a generalist role as mentors, i.e. to work with teachers irrespective of the discipline that the teachers taught. However, experiences from the field showed that perceptions of mentor as a subject specialist dominated the process of mentoring. The paper also reports on other issues pertaining to mentor–mentee interactions in the context of in-service teacher education in a developing country setting. 相似文献