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his study investigates how trainee teachers perceive their supervising teachers’ supervisory competency. Through a questionnaire
that was specifically developed for this study and which contained open-ended questions, student teacher candidates were asked
to comment on their supervising teachers’ competency in preparation for supervision, instructional planning and reflection,
and collegial supervision and effective mentoring. Data for this study was gathered from 690 student teachers who were in
their last year in college pursuing a teaching credential. The results indicated that the student teachers rated their supervising
teachers’ competency in supervision as poor to partially competent. Although there is no significant relation found between
the gender and fulfillment of supervisory duties, the main significant finding was between supervising teachers’ experience
in teaching and completion of the supervisory role. The results showed that the younger or less experienced supervising teachers
demonstrated better supervisory skills. Furthermore, our results indicated that although experience is important, it should
not be the only criterion for selecting supervising teachers for supervisory duty. 相似文献
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Alysia D. Roehrig Catherine M. Bohn Jeannine E. Turner Michael Pressley 《Teaching and Teacher Education》2008
In exploring the potential for mentoring to support novice teachers’ use of effective teaching practices, we conducted a grounded theory analysis about change potential. Themes emerging from cross-case analysis of survey, interview, and observation data from six beginning primary teachers in the US and their mentors revealed factors, other than type of mentoring programme, that related to beginning teachers’ success in improving classroom practices. More effective beginning teachers’ mentors had more experience as mentors and were more effective teachers than other mentors. More effective beginning teachers communicated more with mentors, more accurately self-reported use of effective teaching practices, and were more open to mentoring. 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
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The purpose of this study is to evaluate the educational value of teaching practicum in secondary schools. For this purpose,
on the basis of literature review and interviews, three evaluation criteria for measuring educational value of teaching practicum
are constructed as follows: (1) practical teaching competence, (2) readiness for teacher, and (3) maturity in character. A
total of 29 pre-service teachers in the College of Education at Seoul National University in South Korea participated voluntarily
in this study, and their practical teaching competence, readiness for teacher, and maturity in character were measured twice
before and after teaching practicum. As a result, the teaching practicum had significantly improved pre-service teachers’
practical teaching competence, readiness for teacher, and maturity in character. In other words, teaching practicum increases
the educational value. This study provides a conceptual framework and three instruments for measuring the educational value
of many other teaching practicums.
An earlier version of this paper was presented at the 8th International Conference on Education Research, Seoul National University,
Seoul, Korea, October 23–25, 2007. 相似文献
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Xavier Fazio Wayne Melville Anthony Bartley 《Journal of Science Teacher Education》2010,21(6):665-681
This article disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward
inquiry-based science teaching, and the extent these perceptions are augmented by their practicum. While findings indicated
that preservice teachers did improve their understanding and capability of using scientific inquiry due to their methods course,
the role of practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher
subjugation, availability of resources, time constraints, and the need to address curriculum standards were the most commonly
cited reasons for preservice teachers’ difficulty in creating an inquiry-based environment during their practicum. Implications
are presented highlighting the importance of practicum experiences as a key determinant of pre-service science teachers’ emerging
inquiry-based science views and practices. 相似文献
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Peter Hudson 《欧洲师范教育杂志》2004,27(2):139-146
The transition from generic mentoring to specific mentoring practices can provide a stronger focus for developing preservice primary teachers (mentees) in subject‐specific areas. Constructivist theory and a five‐factor model towards specific subject mentoring are proposed as ways to develop mentees' teaching practices. Firstly, constructivist theory complements mentoring within field experiences (practicum/internship), as it can be used to build upon prior understandings towards developing the mentee's knowledge and skills for teaching. Secondly, the picture that emerges from the literature shows five factors for mentoring, namely: (i) personal attributes that the mentor needs to exhibit for constructive dialogue; (ii) system requirements that focus on curriculum directives and policies; (iii) pedagogical knowledge for articulating effective teaching practices; (iv) modelling of efficient and effective practice; and (v) feedback for the purposes of reflection for improving practice. It is argued that ‘generalist’ primary teachers in their roles as mentors will require specific mentoring strategies linked to these five factors to enable effective mentoring in specific subject areas. 相似文献
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Stephanie Chitpin Marielle Simon James Galipeau 《Teaching and Teacher Education》2008,24(8):2049-2058
This empirical study, conducted in a Canadian university, argues that the objective knowledge growth framework (OKGF), a self-directed reflective approach, can contribute to the professional development of pre-service teachers in dealing with the complexities of teaching. The paper seeks to answer the following research question: How do pre-service teachers use the OKGF as a self-directed professional development tool to solve teaching practice issues that arise during their practicum? It offers a critical analysis of 24 pre-service teachers’ use of the OKGF, as well as the trends in their application and interpretation of the OKGF in solving issues of teaching practice during practicum. 相似文献
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《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
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Susana Caires Leandro S. Almeida 《European Journal of Psychology of Education - EJPE》2007,22(4):515-528
This paper explores the student teachers’ perceptions about the most positive aspects of the supervision provided during their
teaching practice. The authors developed a study based on the reflections of a group of 224 student teachers about their cooperating
teacher’s and university supervisor’s performance. Student teacher’s appraisals regarding their supervisors, the learning
and progress perceived as resulting from their co-working with more experienced teachers, and the emotional aspects of this
relationship are among the main aspects analysed in the study. Results show the importance attributed to the supervisors’
personal features and to the quality of the interactions established with their student teachers. These aspects were clearly
regarded as an essential aspect of the student teachers’ emotional balance and resistance to the difficulties emerged during
their entrance in the teaching profession. Some differences were perceived in terms of the students teachers’ evaluations
regarding the moment of the practicum (beginning versus end) and the type of supervisor (university versus school). Some enquiry
and suggestions for future research emerge as final contributions. 相似文献
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A questionnaire measuring nine different aspects of teachers’ beliefs and intentions concerning teaching in higher education
was distributed to teachers at four institutions in the United Kingdom, yielding 638 complete sets of responses. There was
a high degree of overlap between the participants’ scores on the subscales measuring beliefs and intentions, and analyses
of both sets of scores yielded two factors reflecting an orientation towards learning facilitation and an orientation towards
knowledge transmission. However, teachers’ intentions were more orientated towards knowledge transmission than were their
beliefs, and problem solving was associated with beliefs based on learning facilitation but with intentions based on knowledge
transmission. Differences in teachers’ intentions across different disciplines and between men and women seemed to result
from different conceptions of teaching, whereas differences in teachers’ intentions across different institutions and between
teachers with different levels of teaching experience seemed to result from contextual factors. Teaching intentions thus reflect
a compromise between teachers’ conceptions of teaching and their academic and social contexts 相似文献
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The purpose of this research is to investigate the relative effectiveness of using three different question-prompt strategies on promoting metacognitive skills and performance in ill-structured problem solving by examining the interplay between peer interaction and cognitive scaffolding. An ill-structured problem-solving task was given to three groups. One group (Type QP) received instructor-generated question prompts that guided the problem-solving process; the second group (Type PQ) developed their own peer-generated questions; another group (Type PQ-R) developed their own question prompts first and revised them later with an instructor-generated question list. In this study, students in the QP group outperformed those in any other groups. The results revealed that providing instructor-generated question prompts was more effective than letting students develop their own questions, with or without revision, in ill-structured problem solving. Analysis of each of the four problem-solving stages revealed that the provided question prompts were more helpful in the stages of justification, and monitoring and evaluating than student-generated prompts. The difference between PQ and PQ-R groups is not statistically significant either overall or in any of the problem-solving stages. 相似文献
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Conceptions of mentoring: An empirical study of conceptions of mentoring during the school-based teacher education 总被引：2，自引：0，他引：2
This article discusses the mentoring given by the mentor (cooperating teacher) during the practical part of teacher training. This mentoring is empirically described by studying and describing how it is conceived of by a group of mentors and student teachers. The differences in conceptions found concerning the functions are discussed in terms of a reflecting and a taken-for-granted perspective of professional knowledge of teachers. As regards conceptions of the content, it is discussed whether student teachers' practice teaching is an object of reflection or an occasion for practice. Conceptions and patterns of behaviour as regards the form of mentoring are discussed in terms of a principle-oriented strategy and an episode-oriented strategy. The variation described in this way in terms of the disparate perspectives could reflect different types of theoretical awareness of the phenomenon of mentoring that exist among mentors and student teachers. 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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Doris Choy Sylvia Chong Angela F. L. Wong Isabella Y.-F. Wong 《Asia Pacific Education Review》2011,12(1):79-87
This study investigated changes in beginning teachers’ self-perceptions of their pedagogical knowledge and skills after their
first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation
programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions.
The results of the study showed significant increases in beginning teachers’ perceptions of their pedagogical knowledge and
skills in three factors: Instructional Support, Accommodating Diversity and Classroom Management. Results established the
development of teachers to be an ongoing process that is initiated but not completed in initial teacher preparation. Implications
of findings for induction and mentoring of beginning teachers are discussed. 相似文献
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Peter Hudson 《Teachers and Teaching》2013,19(4):363-381
Fundamental for mentoring a preservice teacher is the mentor’s articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for teaching. Mentoring is haphazard; consequently, mentors need a pedagogical knowledge framework and a repertoire of pedagogical knowledge strategies to guide a preservice teacher’s development. Yet, what are strategies for mentoring pedagogical knowledge practices? This qualitative research investigates mentoring strategies assigned to pedagogical knowledge from 27 experienced mentor teachers. Findings showed that there were multiple strategies that can be linked to specific pedagogical knowledge practices. For example, mentoring strategies associated with planning for teaching can include co-planning, verbally reflecting on planning with the mentee and showing examples of the mentor teacher’s planning (e.g. teacher’s plans, school plans, district and state plans). This article provides a bank of practical strategies for mentoring pedagogical knowledge practices to assist a preservice teacher’s development. 相似文献
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Christina Gray Peter Wright Robin Pascoe 《Asia-Pacific Journal of Teacher Education》2019,47(2):193-207
Support, professional guidance and modelling of teaching practice offered by quality mentor teachers are important components in preparing teachers for the profession. Yet research confirms the impact of poor mentoring on pre-service teachers’ developing pedagogy. This paper reports findings from a qualitative study with pre-service drama teachers and their mentors as a way of better understanding how mentoring impacts their developing pedagogy, in a learning area that is highly interactive and relational. Data comprised of observations of planning and teaching, participant interviews, journals and field notes representing five pre-service drama teachers’ experience of mentors during an extended teaching practicum. These data revealed the considerable variance and disparities in mentoring styles and quality and the repercussions for the pre-service drama teachers. The discussion addresses the implications of these findings in light of those mentor attributes identified as most conducive to creating competent and confident beginning drama teachers. 相似文献
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Many university faculties of education across Australia employ a model of internship for final semester pre-service teacher
education students to help them make a smooth transition into the teaching profession. While a growing body of research has
explored pre-service teachers’ experiences of their practicum, including the internship, which is the final professional experience
within a course of study, very little work has considered micropolitics as a lens through which to interpret interns’ relationships
with their school supervisors/mentors. This paper uses a micropolitical framework to interpret reflective reports written
by 145 Bachelor of Education (primary) interns who recorded their perceptions of their professional learning experience within
the context of a relationship with their school-based mentors. Several key themes are identified that highlight interns’ reports
of a range of micropolitical strategies at play. The paper concludes by raising a number of implications for universities
and schools regarding how better to facilitate interns’ transition into the profession. 相似文献