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This study investigates dialogic processes in student teachers' mentoring conversations in field practice, where Lesson Study (LS) was used as a context for establishing a dialogic learning community in one student group in science. We apply an analytical framework associated with Sociocultural Discourse Analysis to identify utterances that have the potential to create a dialogic space and contribute to ‘interthinking’ among the participants. The findings show the important role of the mentor teacher as a facilitator and a ‘knowledgeable other’, challenging the student teachers to reflect on chosen activities using predictions and detailed observations related to pupils' learning. 相似文献
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In order to stimulate student teachers to thoroughly comprehend the main variables influencing their work, teaching and assessment strategies in teacher education have changed significantly. One of the changes in the assessment of student teachers in teacher education programs is the use of case-based assessment instruments. Such instruments evaluate the extent to which student teachers are able to handle authentic problems. It is expected that implementing this mode of assessment will stimulate student teachers to adopt a deep approach to learning. In this study we examine student teachers’ learning approaches in the context of case-based assessment. Hereto, we investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The present study is conducted in the Netherlands, in the third year of a 4-year initial teacher training program for primary education. A case-based assessment instrument, called the OverAll Test, was implemented as the major determinate of the third-year final examination grade of the student teachers. 相似文献
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This study aims to define the roles of cooperating teachers as mentors in the context of distance-learning teacher education. The participants included 358 cooperating teachers who mentored 4th-year student teachers in a Distance English Language Teacher Training Program in Turkey. To determine the roles that were perceived as mentoring roles by the cooperating teachers in the distance practicum, an inventory of 10 primary mentoring functions was constructed. These functions included five primary mentoring roles: ‘self-trainer’, ‘networker, ‘social supporter’, ‘academic supporter’, and ‘psychological supporter’. The results will contribute to an increased understanding of how cooperating teachers perceive their mentoring roles during distance practicums. 相似文献
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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
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Boundaries and bricolage: examining the roles of universities and schools in student teacher learning 总被引：1，自引：1，他引：0
Steven Andrew Hutchinson 《欧洲师范教育杂志》2011,34(2):177-191
The literature shows that an active exploration of difference between university‐ and school‐based perspectives can provide important opportunities for student teacher learning in initial teacher education. This paper presents a study that looks at the learning opportunities presented to student teachers as they talk about teaching and learning with their school‐based mentor and part‐time university‐based tutor on a distance education course in initial teacher education in the UK. The study adopts an activity theoretical approach complemented by a broader social learning theory perspective. Content analysis is used in four separate cases to examine and report on conversations that centre around one taught lesson. The study reveals understandings about the way that learning opportunities are presented to student teachers and argues that it can be enhanced by looking at student teacher learning systemically, with a focus on dissonant perspectives. 相似文献
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ABSTRACT Drawing upon recent theorising of numbers and data, and applications to schooling, this paper reveals how tensions between more accountability-oriented logics, and more contextually-situated conceptions of engagement with data, played out in one school in a regional community in northern Queensland, Australia. The research reveals that at the same time teachers’ work and learning were heavily influenced by more reductive processes of quantification to account for teachers’ practices, teachers also sought to draw upon the attention to numeric markers of student achievement to foster more substantive teacher learning for student learning. These tensions were expressed in relation to: efforts to foster improved student learning through collection of evidence via ‘short-term data cycles’; engagement in various ‘data conversations’ with senior members of staff, and coaching by more experienced teachers, and; broader teacher learning initiatives focused on enhancing outcomes for specified groups of students identified as able to perform at higher levels of attainment. The research cautions that such practices present a quandary; even as broader processes of quantification of education may stimulate instances of more ongoing, substantive teacher learning for student learning, more performative applications of these numbers and data mitigate against the educative potential of such practices, and substantive learning for all students. 相似文献
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Noreen M. Webb Megan L. Franke Marsha Ing Angela Chan Tondra De Deanna Freund Dan Battey 《Contemporary educational psychology》2008
Prior research on collaborative learning identifies student behaviors that significantly predict student achievement, such as giving explanations of one’s thinking. Less often studied is the role of teachers’ instructional practices in collaboration among students. This article investigates the extent to which teachers engage in practices that support students’ explanations of their thinking, and how these teacher practices might be related to the nature of explanations that students give when asked by the teacher to collaborate with each other. The teachers observed here, all of whom received specific instruction in eliciting the details of student thinking, varied significantly in the extent to which they asked students to elaborate on their suggestions. This variation corresponded to variation across classrooms in the nature and extent of student explanations during collaborative conversations and to differences in student achievement. 相似文献
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Anita Eriksson 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):272-291
The use of mentoring within teacher education has become more common in recent years, however, there still seems to be a lack of research about formal group mentorship models as a pedagogical process. In my study, I presented knowledge about how a formal group mentorship model used during a teacher education program at a Swedish university has affected the student teachers’ professional development. The findings suggest that nearly all the student teachers describe the mentoring group conversations as beneficial as they have contributed to a strengthened socialization, identity and/or teacher role, a possibility to share experiences, hear others perspectives, and get support in the process of linking theoretical educational content and teaching activities. A few students expressed that the mentoring program has not contributed at all to their professional development. 相似文献
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This study was situated in a Primary Teacher Education program in the Netherlands. The participants (N=16) comprised four each of: Pre-Service Teachers (PST); Mentor Teachers; School-Based Teacher Educators; and University-Based Teacher Educators. Video-recordings of four mentoring conversations for each PST which transcribed and translated for analysis. A mixed methodology was applied with analysis based on examining mentoring conversations in relation to the MERID-model through turn-taking analysis and Propositional Discourse Analysis. The study illustrates that mentors tend to use a more directive mentoring approach and that they dominate dialogue suggesting that there is aneed for reconsideration of the mentor-PST learning relationship and how it is understood in teacher education. 相似文献
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Leading Deep Conversations in Collaborative Inquiry Groups 总被引：1，自引：0，他引：1
Tamara Holmlund Nelson Angie Deuel David Slavit Anne Kennedy 《Clearing house (Menasha, Wis.)》2013,86(5):175-179
Collaborative inquiry groups, such as professional learning communities and lesson study groups, are proliferating in schools across the United States. In whatever form, the potential for impacting student learning through this collaborative work is expanded or limited by the nature of teachers’ conversations. Polite, congenial conversations remain superficially focused on sharing stories of practice, whereas collegial dialogue probes more deeply into teaching and learning. Examples of talk taken from collaborative teacher inquiry groups are used to illustrate these important differences. Specific recommendations are provided, including the role that teacher leaders can play in adopting and modeling specific strategies that support the use of more substantive professional conversation. 相似文献
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This study investigates student teachers’ active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods’ impact student teachers’ professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they achieved during TE. Self-regulated and collaborative learning provided the theoretical framework for the active learning measurements. The professional competences included a wide range of teacher responsibilities in schools and society. The data were collected by a survey. A quantitative analysis utilising a regression analysis approach provided strong evidence that active learning has an impact on professional competences. A qualitative analysis further revealed that active knowledge creation with high engagement in learning tasks and a collaborative learning culture were important modes of active learning. While the study focused on two different TE systems, active learning was important in student teachers’ professional development in both contexts. 相似文献
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Little research has investigated factors that facilitate beginning teachers’ participation in professional learning activities related to differentiated instruction (DI). This study examines environmental factors for DI learning activities in a sample of 272 beginning teachers from 72 primary schools. Multilevel analyses show that teacher education, reflective dialogue, deprivatized practice, educational type, and diversity in student population are related to beginning teachers’ use of DI learning activities (i.e., learning in interaction and changes in practice). As such, the findings revealed that beginning teachers’ participation in such activities may depend on a multitude of factors. Several suggestions regarding these factors are made. First, teacher education can provide foundational knowledge of DI applications. Second, schools can enable teachers to have in-depth conversations with colleagues and provide opportunities to observe good teaching practices. Lastly, alternative schools and schools with diverse student populations can inspire other schools to enhance participation in DI learning activities. 相似文献
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Despite considerable attention given to mentoring in initial teacher education little is known about mutual perspectives in perceptions of students and mentors regarding assessment and how this affects the quality of the student's teaching. Perceptions of assessment during practicum might impede the learning dialogue during mentoring and affect the student's achievements. A comparative qualitative study was conducted in Norway, Israel and The Netherlands to examine how student teachers (74) and mentors (52) perceive good mentoring regarding assessment of practice teaching and the interplay between the two processes. A semi‐structured questionnaire was used to analyse the perceptions on assessment during the practicum appraisal. Findings indicate that mentors and students differ slightly on key aspects of assessment, but agree more in the way it is being applied. From an assessment point of view, the differences between mentor and students may lead to a different approach in advice or recommendation to improve teaching action across the three national borders. 相似文献
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Matthew Kearney 《Research in Science Education》2004,34(4):427-453
This paper focuses on the use of multimedia-based predict–observe–explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the students conversations, focussing on students articulation and justification of their own science conceptions, clarification of and critical reflection on their partners views, and negotiation of new, shared meanings. Two senior science classes participated in this interpretive study. Data sources were mainly qualitative and included audio and video recordings of students small group discussions at the computer, interviews with selected students and their teachers, classroom observations, and student surveys. Findings indicate that the computer-based POE tasks supported students peer learning conversations, particularly during the prediction, reasoning and observation stages of the POE strategy. The increased level of student control of the POE tasks, combined with the multimedia nature of the program, initiated quality peer discussions. The findings have implications for authentic, technology-mediated learning in science. 相似文献
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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
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Stella Van der Wal-Maris Douwe Beijaard Gonny Schellings Jeannette Geldens 《师资教育杂志》2019,45(2):155-168
This study reports on changes in student teachers’ meaning-oriented learning during teacher education and their perceptions of what enhances this learning. Students with a meaning-oriented learning pattern view learning as an active process of knowledge construction, are capable of regulating their learning, want to understand a topic thoroughly, form their opinions about it and draw their own conclusions. This study is situated in Dutch academic primary teacher education, covering student teachers’ entire study period. Quantitative data on changes in their learning patterns were collected using a pre-test/post-test design (N = 21). The student teachers’ perceptions of what enhanced meaning-oriented learning were explored by conducting semi-structured interviews after their graduation (N = 9). At the group level, changes were limited to an increasing use of deep processing strategies. At the individual level, changes varied from a moderate decrease to a high increase in meaning orientation. Increases appeared to be related particularly to student teachers’ perceptions of opportunities to learn from their own interests and to regulate their own learning; student teachers who reported having experienced such opportunities increased their meaning-oriented learning. The study indicates that student teachers could benefit from explicating and discussing these opportunities. 相似文献
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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