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《Teaching and Teacher Education》1997,13(5):513-527
This paper identifies two of the most divisive patterns of tension within the mentor teacher-student teacher relationship—philosophical differences and tolerance for uncertainty—within an experimental high school English teacher education program based on collaborative inquiry and teacher research. Five differences in principles and processes in the experimental program emerged which support more effective ways of dealing with mentor teacher-student teacher tensions: (1) mentor teacher ownership of the program, (2) year-long student teacher experiences, (3) same university teacher educators across the year, (4) content area research, and (5) respect for school context. Using a case study approach, the author discusses how viewing these tensions as sites of inquiry have helped to shape the teacher education program and exploited tensions as productive learning opportunities rather than merely failures or insults. 相似文献
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Joanne Arhar Tricia Niesz Jeanette Brossmann Sarah Koebley Katherine O’Brien David Loe 《Educational Action Research》2013,21(2):218-236
The focus of the Education Works Personalization Project was to facilitate teams of teacher action researchers whose goal was to personalize their teaching with the support of university partners including doctoral students in education. The subsequent apprentice-like research experience within this university–school partnership provided an opportunity to study the ways in which teacher action research could serve as a vehicle for bridging the culture gap between schools and universities. Both the research team experience and the development of the school–university inquiry/knowledge network were initially characterized by undefined roles accompanied by ambiguous expectations. Although the ambiguity proved difficult initially, those who persisted and engaged in new roles ultimately found these emerging inquiry communities generative and valuable. We have come to conceptualize these generative inquiry communities as third spaces and we describe how oppositional categories framed by the cultural differences between schools and universities can work together to generate new knowledge. 相似文献
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Yiting Chu 《Mentoring & Tutoring: Partnership in Learning》2019,27(3):251-271
In this article I examined the professional identity development of five mentor teachers in a year-long, clinically rich teacher residency partnered between a university-based teacher education program and schools in a southern state of the United States. Qualitative data were collected through classroom observation and individual semi-structured interviews with a focus on participants’ mentoring activities and the ways they enacted and described their identities. Participants came to new mentoring beliefs and practices as they navigated the residency and developed a multifaceted identity to mediate their learning to become mentors and teacher educators. Implications for mentor teacher professional support, teacher preparation, and future research were discussed. 相似文献
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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
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Daniel James Mourlam David De Jong Nicholas J. Shudak Mark Baron 《The Teacher Educator》2013,48(4):397-419
AbstractThis phenomenological case study investigated teacher candidates’ experiences in a yearlong undergraduate teacher residency program to identify candidate conceptualizations of the effective design elements of an intentionally created practice-based teacher education program. Such experiences are generally characterized by full-year co-teaching experiences in PK–12 classrooms alongside a mentor teacher within a district whose values closely align with the preparation program, while simultaneously taking relevant coursework with supporting university faculty . Researchers interviewed 16 teacher candidates to develop deeper understandings of the meaningful structures of the residency program as manifested through their experiences. Through an analysis of candidate statements, multiple key design elements and candidates’ perceived impact of the residency were unveiled. Findings demonstrate a paradigmatic challenge to current preparation models, and the potential of practice-base preparation, in particular teacher residency programs. 相似文献
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This co/autoethnography uses our lens as university faculty to examine how engaging in a year-long self-study with mentors nurtured a complicated third space where we could together begin to reimagine our roles as teacher educators. Two secondary faculty members and a doctoral assistant used co/autoethnography to revisit a collaborative self-study with mentors to better identify both the individual and programmatic complexities that arise when a third space is opened and we are invited to reinvent our perspectives and responsibilities as co-teacher educators. We ask two questions: What happens when faculty facilitate a third-space teacher education program with mentor teachers? How does this third space influence the teacher education practices in an urban teacher residency program? We present a series of tensions about our work together as teacher educators in the third space. They include professional into authentic relationships, authority into collaboration, collaborative agency into individual agency, and apprenticing to master teacher into apprenticing within a collective. Following findings about each tension, we discuss how we as faculty navigated each tension. Finally, we consider the implications of our work for all field-based teacher education programs. 相似文献
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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
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For the past two decades, scholars have advocated for reforms in teacher education that emphasize relevant connections between theory and practice in university coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education program. We describe issues involved in helping preservice teachers learn to differentiate literacy instruction for diverse learners in urban schools and describe how we use Grossman’s framework of representation, decomposition, and approximation of practice to connect theory and practice. We offer insights about the importance of using recursive cycles of practice and carefully scaffolded learning through attention to different aspects of practice. Initial successes and challenges in implementing field-based literacy education are discussed. 相似文献
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This interview study, including seven case studies of mentor teachers in primary education, explores the possibilities and challenges these mentor teachers perceive when they (sequentially and simultaneously) combine the teacher and mentor roles. Mentor teachers perceive two challenges while simultaneously performing both roles in the same classroom: to transfer (or not) responsibility for the class and pupils to the student teacher and to intervene (or not) in classroom procedures. Mentor teachers felt that being the teacher of the pupils was their primary task, and being a mentor of the student teacher generally was perceived as an aside and additional task. 相似文献
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Dorothea Anagnostopoulos Thomas Levine Rene Roselle Allison Lombardi 《Teaching Education》2018,29(1):61-80
University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their university and K-12 colleagues. Drawing on Engeström’s expansive learning theory and our own efforts to redesign our teacher education program along a practice-based teacher education model, we delineate a conceptual framework and illustrate how it supports the organizational learning necessary to enact change in university-based teacher education. The expansive learning redesign framework specifies conceptual tools and social practices to guide, enact, and sustain university-based teacher education redesign. It acknowledges the multi-organizational nature of university-based teacher education and provides tools for engaging K-12 educators in the redesign of teacher education. 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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Although many studies examine benefits to the mentees, this study examined the growth and development of the mentors in the context of a particular teacher induction program, the University of Missouri Teaching Fellowship Program. This program is unique in that mentors are released from classroom duties to mentor two fellows, conduct professional development in their schools and work with the university. First, second and third‐year mentors were interviewed in focus groups. Results indicated that mentors believed their professional development included: relearning, seeing a bigger picture, expanding their roles, gaining insights about the process of mentoring and understanding the impact of the program on themselves. Data suggest that having various duties encourages these mentors to better understand the complexity of schooling, which increases their leadership potential and gives them more confidence. Also, mentoring is somewhat developmental; it must be learned by engaging in it and needs to be consistently supported. Implications for existing mentoring programs are discussed. 相似文献
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Margareta M. Pop Patricia Dixon Crissie M. Grove 《Journal of Science Teacher Education》2010,21(2):127-147
This study investigated teachers’ motivation, expectations, and changes to teaching practices due to a 6 week summer professional
development program involvement. Participants (n = 67) attended the Research Experiences for Teachers (RET) program within a major university in southeast. Surveys and interviews
were used to collect data to answer the following research questions: (1) Who attends the RET program? (2) In what ways do
elementary teachers differ from middle/secondary teachers with respect to their motivation for attending the RET program and
their expectations about the program? (3) In what ways do elementary teachers differ from middle/secondary teachers with respect
to implementing changes to their teaching practices due to RET program attendance? Survey results indicated significant differences
between elementary teachers and secondary education teachers with respect to their expectations about the program, and changes
to their teaching practices. Interview results provided support to survey findings. Implications for professional development
and science teacher education are discussed in relationship with the current study findings. 相似文献
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Developing a teacher identity in the university context: a systematic review of the literature 总被引：1，自引：0，他引：1
Thea van Lankveld Judith Schoonenboom Monique Volman Gerda Croiset Jos Beishuizen 《高等教育研究与发展》2017,36(2):325-342
This literature review summarises the growing body of literature discussing teacher identities of university teachers. The aim was to understand what strengthens or constrains the development of a teacher identity. A qualitative synthesis of 59 studies was carried out. The review showed that several factors contribute to the development of teacher identity. While contact with students and staff development programmes were experienced as strengthening teacher identity, the wider context of higher education was experienced as having a constraining effect. Furthermore, the impact of the direct work environment was experienced as either strengthening or constraining, depending on whether or not teaching is valued in the department. Five psychological processes were found to be involved in the development of a teacher identity: a sense of appreciation, a sense of connectedness, a sense of competence, a sense of commitment, and imagining a future career trajectory. The findings suggest that developing a teacher identity in the higher education context is not a smooth process. In order to empower university teachers, it is important to reward teaching excellence and build community. Staff development activities can play a role in helping teachers to develop strategies for gaining confidence and taking active control of their work situation, both individually and collectively. The authors argue that more attention should be paid to the implicit messages that departments convey to their teaching faculty. 相似文献
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Aurora Chang Sabina Rak Neugebauer Aimee Ellis David Ensminger Ann Marie Ryan Adam Kennedy 《Studying Teacher Education》2016,12(2):152-169
Faculty in the School of Education have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e. where courses focus primarily on theoretical principles of practice through textbooks and university-based classroom discussions) to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in the second implementation year of our redesigned teacher education program, Teaching, Learning, and Leading with Schools and Communities (TLLSC) and how these unique experiences inform our teacher educator identities. Through a collaborative self-study, we sought to make meaning of our transformation from a faculty delivering a traditional model to educators collectively implementing a field-based model, by analyzing the diverse perspectives of faculty at different entry points in the TLLSC development and implementation process. We found that our participation in an intensive field-based teacher preparation model challenged our notions of teacher educator identity. In a culture of iterative program design, this study documents the personal and professional shifts in identity required to accomplish this collaborative and dynamic change in approach to teacher education. 相似文献
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A multifaceted approach to teacher induction 总被引：1，自引：0，他引：1
The purpose of this study was to determine the implementation and effectiveness of the components of two middle school induction programs through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher. This multifaceted approach appeared to effectively support new teachers. 相似文献
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针对兰州城市学院应用型教学要求,以工学系师资现状为例,分析了加强"双师型"教师队伍建设的意义,提出了"双师型"教师的界定条件,指出了我校加强"双师型"教师队伍建设的措施与途径. 相似文献