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1.
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
2.
Sheridan Lynn 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):295-317
ABSTRACT Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences. 相似文献
3.
This study is grounded in the theoretical position that solving problems in different ways creates mathematical connections
when learning and teaching mathematics. It acknowledges the central role teachers play in providing students with learning
opportunities, and it is based on the empirical finding that mathematics teachers are reluctant to solve problems in different
ways in the classroom. In this paper we address the contradiction between theory-based recommendations and school mathematics
practice. Based on analysis of individual interviews and two group meetings with 12 Israeli secondary school mathematics teachers,
we demonstrate that in the context of multiple-solution connecting tasks this discrepancy is caused by the situated nature
of the teachers’ knowledge. We also reveal the complex relationship between different types of teacher knowledge and argue
the significance of developing a common language between members of the mathematics education community, including teacher
educators and researchers.
The names of the teachers have been changed to protect their privacy. 相似文献
4.
This study documented the process of evolution of the continuous design and revision of the tools of a novice mathematics teacher educator–researcher (MTE-R) as he planned and implemented design-based professional development workshops for in-service mathematics teachers in Taiwan. In order to effectively facilitate teachers designing and implementing their own conjecturing activities during the workshops, the MTE-R fostered their professional learning and growth through reflection upon students’ performance. From the perspective of activity theory, this study examined the evolution of the MTE-R’s mentoring activities and tools whose design gradually changed from being based on the literature content toward being learner-centered activities with teachers as learners. Such evolution not only enhanced teachers’ learning outcomes, but also facilitated the MTE-R’s own professional growth in different areas, including mathematics, mathematics learning, mathematics teaching, teacher education, and, in particular, the extrapolation of generic examples for understanding mathematical concepts. 相似文献
5.
Su Liang Sarah Glaz Thomas DeFranco Charles Vinsonhaler Robin Grenier Fabiana Cardetti 《Journal of Mathematics Teacher Education》2013,16(2):149-160
This paper presents the findings of a study that examined the preparation and teaching practice of ten teachers of grades 7–12 from the Shandong province in China. This study revealed that a multi-dimensional training system has been developed to help the teachers gradually build up their knowledge base for teaching. The findings of this study indicated that the prospective teacher education emphasized a deep understanding of advanced mathematics, while the teacher professional development provided meaningful and effective ongoing activities for the enhancement of teaching skills. The teacher professional development appears to be an essential supplement to the prospective teacher education for improving teachers’ performance and developing teaching expertise. 相似文献
6.
Joseph Slattery 《Irish Educational Studies》2014,33(4):467-488
This paper reports on an investigation into the conceptual knowledge, through the domain of fraction division, of prospective secondary mathematics teachers in their final/fourth year of undergraduate initial teacher education. The aim of the study is to assess if levels of conceptual knowledge in this domain are sufficient in order for these prospective teachers to teach for understanding. Some impact of conceptual understanding on teaching approaches is also explored. The content of the teacher education program and its suitability for preparing prospective mathematics teachers is also considered. The results indicate that in spite of four years of mathematics teacher education, these prospective mathematics teachers hold a fragmented and limited conceptual understanding of dividing fractions. To address this issue and to ensure the effective implementation of Project Maths, it is argued that initial teacher education programs need to be revised to include an emphasis on school mathematics. 相似文献
7.
Amy Roth McDuffie Mary Q. Foote Catherine Bolson Erin E. Turner Julia M. Aguirre Tonya Gau Bartell Corey Drake Tonia Land 《Journal of Mathematics Teacher Education》2014,17(3):245-270
As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed. 相似文献
8.
Lucinda McKnight 《The Australian Educational Researcher》2016,43(4):473-486
This paper introduces the concept of the phallic teacher, a spectral figure negotiated in teachers’ everyday work and in school-based disciplinary communities of practice. Reporting the findings of a 3-year Australian doctoral study completed in 2014, the paper looks closely at how English teachers design both curriculum and identity in an environment where feminist and poststructuralist work of the late 20th century seems to have lost traction. These observations made here are based on empirical research in a Victorian school, combined with autoethnographic writing and other materials connecting teachers’ and researchers’ lives to the broader cultural postfeminist debate. The paper makes room for an absent subject, the teacher, marginalised in neoliberal discourses of curriculum and critiques the masculinist hegemony of outcomes and standards-based education. This provides us with new ways to challenge increasingly dominant current paradigms and to conceptualise a different future in which the standpoints of teachers are privileged in curriculum theory and curricular innovation. 相似文献
9.
Kip Téllez 《Teachers and Teaching》2013,19(6):543-564
This article examines three conceptual reforms in US teacher education (competency‐based teacher education (CBTE), reflective teacher education (RTE) and constructivist teacher education (CTE)) for their effects on the education of multicultural, multilingual youth, as well as considering alternative certification (AC), known here as an ‘anti‐reform’. The author suggests that although each reform made incremental improvements in the ways that preservice teachers are prepared to teach multilingual and multicultural learners, none significantly altered the education of under‐served children and youth. For instance, CTE points out the importance of prior knowledge, but fails in connecting its core concepts with culturally relevant instruction. CBTE, while also generally failing to alter teacher preparation for multicultural learners, did try to make explicit connections for preservice teachers. RTE made explicit the moral consequences of working in diverse communities but fell short when it altered the apprenticeship–mentor relationship. AC of teachers is presented as the work of neo‐liberals whose largely successful efforts to deregulate teacher preparation offer both an improvement and retrenchment for urban children and youth. Finally, the article links the field’s focus on the preparation of teachers for diverse students and the moral dimension of teacher education, concluding that such a connection may be the only way to maintain the professional school preparation of teachers. 相似文献
10.
Cindy Jong 《The Journal of educational research》2016,109(3):296-310
Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school teacher over a 3-year period, and understand the factors that supported her to enact a reform-oriented practice in mathematics as she transitioned from being a preservice to inservice teacher. Influential mathematics education models, her commitment to learning, and school-based contexts affected her teaching identity and practices. To conclude, an argument is made for teacher education experiences to explicitly address mathematics teacher identity to support the enactment of reform-oriented practices. 相似文献
11.
In this paper, we examine the role of reflection in teacher preparation, specifically within a mentoring relationship between cooperating and preservice teacher. We report findings from a case analysis of this pair who engaged in problem-posing dialogue within pre- and post-conferences around practice over one year of their work together in an elementary-level classroom. The context is an innovative programme in which cooperating teachers pursue their Master’s degree while undergraduates (preservice teachers) complete their elementary education degrees. Our analysis of talk about teaching during six coaching cycles as well as supporting documents illustrates how Jane’s mentoring supported reflective practices and disrupted a notion of a field experience as simply a place to ‘practice’ pedagogical knowledge with corrective feedback. Additionally, we explore the tensions in this approach to mentoring. This case study has implications for teacher educators who seek to bolster teacher preparation through the support of mentoring relationships. 相似文献
12.
《Teaching and Teacher Education》2002,18(6):739-758
Despite recent calls for teachers to promote and increase students’ communication and discussion in their classrooms, prospective teachers have limited opportunities to explore issues of classroom talk during their teacher preparation programs. In this study, prospective teachers attending a mathematics methods course were encouraged to attend to and investigate their developing teacherly talk through a letter writing exchange with school students. This paper reports on their tendency to respond to the correct answers with praise and to supply the answers when students reached an incorrect result. It explores the ways in which they began to interrogate and problematize such practices and to consider alternative forms of teacher responses to students’ right and wrong answers. Features of the course's field-related experience and the teacher educators’ interventions that promoted and supported the preservice teachers’ investigations are also discussed. 相似文献
13.
Paola Sztajn Amy J. HackenbergDorothy Y. White Martha Allexsaht-Snider 《Teaching and Teacher Education》2007
Despite increased attention in professional development to building communities of teachers, few studies have investigated the development of trust in these communities. This paper presents issues related to trust in a professional development project at an elementary school. The project aimed for school-based elementary teachers and university-based mathematics educators to work together to improve mathematics instruction at the school by developing a mathematics education community of learners, where learners were conceived of as both the teachers and the mathematics educators. This paper addresses the following question: What factors in the project supported the development of trust among mathematics educators and teachers as the community was formed? More specifically, the paper is about one aspect of trust, namely, building school-based elementary teachers’ trust in the university-based mathematics educators. We point to three factors that helped the development of trust and we use care theory to further understand and discuss these factors in the context of in-service teacher education initiatives. 相似文献
14.
Conceptualising teacher learning as being immersed in and arising from the totality of professional practice, this paper reports experiences and insights from practice-based teacher education. Initial data are drawn from two sites of seven involved in the federally funded School Centres for Teaching Excellence programme conducted in the state of Victoria, Australia. This programme is arranged as a partnership between the Department of Education and Early Childhood Development and various school clusters and universities. Each university is working with a cluster of primary and secondary schools and with large numbers (20–100) of pre-service teachers allocated to schools across each cluster. In general, PSTs in Victoria University’s two clusters are placed at each school for 2 days per week with some block time throughout the year. Some university units of study are taught on-site by visiting lecturers with a strong emphasis being placed on the mentoring of PSTs by classroom teachers. Interviews with mentors/mentees and teachers, PSTs and principals indicate a particular understanding or approach to an issue of learning or relationship that provides a frame/scaffold of practice. Further practice begins to detail the frame for continuing application. We are considering the notion of frame as a conceptual skeleton of understanding that arises from school and classroom practice and is formatted in practice. Cases of practice have been reported in the paper below that indicate preliminary understandings and engagement with this concept for the learning of teachers. 相似文献
15.
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
16.
Jill Adler Sarmin Hossain Mary Stevenson John Clarke Rosa Archer Barry Grantham 《Journal of Mathematics Teacher Education》2014,17(2):129-148
This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice. 相似文献
17.
This survey‐based study examined the benefits of mentoring for 299 pre‐service teachers who voluntarily worked with children at‐risk in a nationwide Israeli mentoring project. Results revealed that mentoring taught prospective teachers about the world of children, increased their sensitivity to children at‐risk and to children as individuals, and improved their ability to cope with difficult situations. Mentoring was particularly beneficial for mentors majoring in special education, when viewed as a professional development opportunity, and when guidance was provided that aimed at connecting between academic studies and mentoring experiences. Unlike other field experiences in teacher training programs which emphasize classroom teaching, mentoring offers pre‐service teachers an opportunity to learn about the individual child and the social factors influencing his/her success in school. 相似文献
18.
《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
19.
Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what teachers actually learn during placements continue to be of concern to all involved in this component of teacher education. In this paper, three interconnected perspectives are provided as a university-based teacher educator, a school-based teacher educator and a pre-service teacher learn together in a dialogic mentoring relationship. The work of Mikhail Bakhtin and Valentin Voloshinov is employed to theorise the nature of dialogic relationships and how such relationships differ from ‘having a conversation’. 相似文献