共查询到20条相似文献，搜索用时 15 毫秒
1.
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
2.
A mentor’s aid in developing the competences of teacher trainees 总被引：1，自引：0，他引：1
The induction period is a very important time in the career of a teacher and has a long‐term influence on the teacher’s professional development, efficacy, job satisfaction and the length of his/her career. One of the key roles in this period is played by the trainee’s mentor. This paper presents the results of the extensive project ‘Partnership of Faculties and Schools’, carried out at the Pedagogical Faculty, University of Ljubljana, with the financial support of the European Social Fund and the Slovenian Ministry of Education, Science and Sport. We studied an induction project involving 361 teacher trainees and 331 mentors. The study reveals the trainees’ expectations towards their mentors and the mentors’ and trainees’ evaluations of how the mentor aids a teacher trainee in developing their competences. 相似文献
3.
Marina-Stefania Giannakaki Andrew J. Hobson Angi Malderez 《European Journal of Education》2011,46(4):456-473
What influences how well-prepared student teachers feel towards working in schools upon completion of their initial teacher preparation (ITP)? In order to investigate this question, we used a path analysis using data from a longitudinal study investigating the experiences of trainee and early career phase teachers in England. The data were generated via self-complete questionnaires and follow-up telephone interviews with 1,322 trainees. Those on undergraduate or school-based programmes felt better prepared to work as teachers than one-year postgraduate trainees, perhaps because the former give higher ratings of the quality of assessment of, and feedback received on, teaching practice, and because of the clarity of theory-practice links in programmes. Across different kinds of ITP programme, good relationships with school-based mentors significantly boosted trainees' confidence that their ITP had effectively prepared them for teaching. Trainees' motives for entering the profession and their initial concerns about and expectations of ITP also affected their perceptions of its effectiveness, by shaping the way they experienced aspects of their courses. Implications of these findings for policy and practice in teacher preparation are discussed. 相似文献
4.
Liliana Ciascai 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):101-111
There is a developing interest in the role of the schoolteacher as mentor to teachers in training in Romanian secondary schools. Despite the fact that mentors are both overworked and under-rewarded in Romania, when their unique contribution to the teacher training process is diminished, the efficacy of the training process is shown to be adversely affected. This is the perception of both the mentors themselves, and of some 700 children exposed to the trainees. This paper attempts to demonstrate that the mentoring process is a viable way of supporting trainee teachers even in a context which would be seen by most European countries as extremely difficult. Governmental financial strictures are threatening this emerging methodology, and in the light of this the author proposes a number of ways in which the mentoring programme in Romanian schools might be encouraged and spread to other universities who are engaged in the teacher training process. 相似文献
5.
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
6.
实习带队教师情感管理研究 总被引：1，自引：0，他引：1
何小勤 《湖州职业技术学院学报》2008,6(3):70-73
高师教育实习是培养教师全程化教育中不可或缺的重要环节,而实习成效的好坏很大程度上取决于实习管理与指导的质量（P7-10）。实习管理是一项非常复杂的工作,它涉及到培养学校、实习学校、业务指导教师、实习生,作为管理责任人——实习带队教师（实习带队教师蹲点负责制）则成了整个教育实习中的关键人物,他必须具有高度的责任心、事业心与爱心,同时要对教育实习的目标、意义、学生特点等有充分的了解,还要正确处理好培养学校、实习学校、业务指导教师和实习生之间关系,只有这样才能达到预期目标。 相似文献
7.
Sue Hammond Kate Smith 《Early Years: An International Journal of Research and Development》2015,35(2):139-153
Following our contribution to a study of mentoring in seven European countries, we explored epistemological and ontological inconsistencies within mainstream mentoring systems and their regulated practice in England. We considered how feminist mentoring praxis can unsettle conceptualisations of mentoring relationships and challenge inequity in the early education systems and the practice of teaching young children. Predominantly female, early childhood educators suffer from low status in England, and their working lives may be controlled and policed through inequitable systems. On entering the workforce, trainees encounter a reductionist policy milieu where mentoring structures and normative assessment arrangements contribute to inequity. Mentors play pivotal roles in inducting trainees into their worlds of work with young children. Mentoring relationships can determine whether trainees accept the status quo. Principles derived from feminist praxis enable mentors to practise an ‘engaged pedagogy’, co-constructing knowledge, subverting hierarchies and contesting taken-for-granted aspects of policy and practice. 相似文献
8.
Peter Hudson 《Teachers and Teaching》2016,22(2):219-234
Mentors’ feedback can assist preservice teachers’ development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the lesson for a second time and focused their feedback on the preservice teacher’s questioning only. Findings showed that the mentors’ written feedback varied considerably when open observations occurred. However, there were fewer items when they focused on one teaching practice (i.e. questioning), which also provided a deeper analysis of this specific practice. Research is required around the dimensions of observations (i.e. visual, auditory and conceptual), observations of specific practices, and methodological approaches for observing and collecting data about a preservice teacher’s practice. 相似文献
9.
Bella Gavish 《Teachers and Teaching》2017,23(2):153-170
To open a window into perceptions entailed in the professional world view of special education teacher trainees, three research questions were developed: (a) What are their motives for joining the profession? (b) How do they perceive the role of the special education teacher? and (c) What are their expectations from teacher training? The research was carried out using a qualitative approach. Ninety-three students about to begin their professional training in special education in an Israeli teacher-training college completed a questionnaire consisting of five open questions. The data were analyzed according to the grounded theory approach. The research findings showed that the trainees chose special education because they wanted to belong to a group of teachers perceived as the most ethical; one that considers its mission to help ‘vulnerable’ individuals, mold their characters, and ‘have an impact on society.’ The role of special education teachers was perceived mainly as caring for students and their parents; the trainees expected that during their training, they would become completely familiar with the range of disabilities and how to deal with them, as well as learn about themselves and strengthen their teaching skills. The world of special education was perceived as ‘mysterious,’ having a high moral standing; as a closed profession, in that relations are limited to teacher, child, and parents; but with a spiritual aspect. The professional world of special education as perceived by the teacher trainees was different than that actually waiting for them, and for which teacher training institutes must prepare them. 相似文献
10.
This study investigates the sources of mentors’ knowledge about teaching. A mixed-method research design combining quantitative and qualitative data collection methods was used to examine this area. The findings of the study suggest that: mentors’ knowledge about teaching is practice orientated and emerges from their professional experiences, their teaching skills, their pre-service teacher education and, to a considerable extent, from their own personal experiences. The authors argue that mentors require support to reflect on their early socialisation experiences and their attachment to practice-based experience as a source of professional knowledge, in this way they can better understand and carry out their role as mentors. 相似文献
11.
This paper researches students’ and teacher trainees’ personal experience of student-centred teaching during their education in grades 1–4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The research results show that students do not have sufficient prior experience that they could use as inspiration in their future teaching practice and that in the course of their education they were mainly exposed to traditional approach to teaching. The majority of teacher trainees are aware of the importance of student-centred teaching although they cannot fully give up the control of students and educational process. This research opens up the issue of a paradigm change within the teaching system and education in Croatia as well as the issue of changes within education and professional development of teachers. 相似文献
12.
ABSTRACTThis research examines the development and articulation of pedagogic principles and the process of using pedagogic documentation techniques by early childhood teacher trainees in a university teacher training program (BA Primary Education leading to Qualified Teacher Status) in London, England. The study draws on the perspectives of students in the second year of the teacher training program, and the tutor for the module, as well as documentary analysis of 14 pedagogic documentation panels that were produced by the teacher trainees. The research demonstrates how the development and articulation of pedagogic principles is enabled by the reflective and collaborative practice of photography, dialogue, narrative, and metaphor. Findings can be used to better understand how teacher trainees engage with pedagogic principles while they learn how to use the techniques of pedagogic documentation. 相似文献
13.
Linda Haggarty 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):32-41
Mentoring is now widespread in initial teacher education. However, it is by no means clear that research identifying the complexities of the role, the demands it places on teachers, and what they seem able and unable to do is either keeping pace with, or informing, change. This paper attempts to identify both problematic and unproblematic issues related to the role through the development of case studies of mentors working with students on a one year secondary mathematics PGCE course. The research points to a need for all those engaged in initial teacher education to support mentors in recognising students as learners who are best served by discussing with them the realities and difficulties of practice in school rather than presenting them with idealised views of teaching. 相似文献
14.
This study looks at the impact of the recent changes in teacher training at an East Sussex Secondary School where teachers have responsibility for mentoring initial teacher trainees (ITTs.) While this has provided an opportunity to become more involved in the preparation of new teachers, a chance to change focus and, to a certain extent, increase job satisfaction, the speed of change has presented some practical difficulties and problems in implementing and fulfilling the role. Specific reference is made to Physical Education as the nature of the work in this area can pose unusual problems. The 'partnership' between the school and the Higher Education Institution is examined to ascertain the extent to which mentors feel that they are being adequately supported. The information gained was collected through informal interviews with colleagues in school and Higher Education Institutions. This information has been analysed and forms the basis for some recommendations for partnerships' in initial teacher training. 相似文献
15.
Following the introduction of a National Curriculum for Science, all secondary science teachers in England need to be prepared to teach all aspects of a broad and balanced science curriculum. This is the second paper in which we explore science student teachers’ subject knowledge development during a one‐year postgraduate teacher preparation course. In this qualitative study we explore the role of university tutors and school‐based subject mentors in science student teachers’ subject knowledge development as perceived by student teachers, school‐based subject mentors and university tutors. The findings reveal that student teachers are reluctant to use university tutors and school mentors for subject knowledge development because they are aware of their assessment roles. The role of the university tutor in subject knowledge development is perceived as one of facilitation and of developing student teachers’ sense of professionalism. School mentors perceive that they do provide support for subject knowledge development and they are largely unaware of any potential conflict arising from their assessment role. The findings of the study are discussed in terms of the nature of student teachers’ professional learning in communities of practice. The implications for mentor training programmes are considered. 相似文献
16.
《师资教育杂志》2012,38(2):99-110
The role of teaching practice in pre‐service teachers' training at the University of Education, Winneba in Ghana is reported. Teaching practice as a teacher development programme has come under the limelight for some time now in Ghana. The Initial Teacher Training Colleges (ITTC) in Ghana and the University of Education, Winneba (UEW) have replaced the four‐week per year teaching practice with a new programme that seeks to enhance the efficiency of teacher‐trainees. This involves teacher‐trainees spending the entire last year of their training period out of campus to undertake teaching practice. In UEW the programme is dubbed ‘Student Internship’. The programme is an outcome of recent developments in the policies and practices of teacher education in Ghana. At UEW the innovative programme aims at reforming the training of the teacher‐trainees so as to infuse greater professionalism into the students that the university turns out yearly. Despite the initial criticisms that the duration was too long, the programme has taken off with well‐prepared structures that gave a resounding success to the first batch of teacher‐trainees. 相似文献
17.
This paper focuses upon open and distance learning initial teacher education in both primary and secondary sectors and explores the ways in which mentors challenge PGCE students in their professional thinking and classroom practice. It draws upon ethnographic research on mentors and student teachers during one presentation of the course. The data are based on observations of mentors working with students on final student placement, conversations with specialist subject mentor trainers as well as questionnaire and other source material. An analysis of how mentors articulate their knowledge base; the dialogue between mentor and student and the challenge of moving from novice to expert for the student teacher are all considered. Our conclusions have implications for all ITT and will also be a source of valuable practical help for student teachers and mentors. 相似文献
18.
Several European countries have experienced both a dearth of and reduction in the quality of applicants to teacher education study programmes. There is also significant leakage from these programmes. The rationale for this study therefore lies in the need to reduce teacher attrition. Research indicates that affective commitment to a profession is an important factor in sustaining good professional practice. This study explores the antecedents of both commitment and turnover intention among student teachers in Norway. The analysis indicates that there are stronger associations between commitment and experiences (particularly from dialogues with school mentors) gained during and after teaching practice in schools than is the case for the more campus-based elements of training. One implication is that there may be justification for placing emphasis on improving the preparation of school mentors and on points of contact between teacher educators and school mentors. 相似文献
19.
Ruth Dann 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):33-37
This paper focuses on the Primary PGCE at Keele University, which is now in its third year of a new course structure, fulfilling the requirements of the DFE circular 14/93. As the school‐based partnership has developed, teacher‐mentors have gained new understanding of both their role in teacher training and their relationship with Higher Education Institutions (HEIs). This paper seeks to outline how the process of mentoring has developed teachers’ skills in a way which has promoted their understanding of, and interest in, school‐based research. Four key issues are explored in probing the link between mentoring and school‐based research: the difference between theory and practice; links between teacher‐mentors and HEI tutors, the process of reflective practice; teachers as knowledge constructors. These are examined in relation to the process of mentoring and to the way in which each contributes to developing mentors’ participation and interest in school‐based research. 相似文献
20.
Melanie Peter 《Support for Learning》2013,28(3):122-132
With the rapidly changing demographic due to survival rates from medical advances, the need to strengthen training on SEND is now recognised, and special school placements valued, having been previously marginalised within initial teacher training. Practices developed since 2008 at one university to support progression of trainees to gain advanced and specialist skills in SEND were evaluated for effectiveness. This involved ten school mentors, 14 primary trainees on four‐week extended enrichment placements and three trainees with prior experience on final formally assessed seven‐week placements in special schools. This article presents the resulting consolidated developmental placement structures and a proposed compulsory one‐week model for trainees to gain core skills, underpinned by a shared understanding of trainee professional development needs and related support systems. Quality mentoring practices and sustaining trainees' emotional learning journey were integral to their developing pedagogical skills and understanding, so endorsing the debate for more humanistic approaches to teacher training. 相似文献