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1.
Due to the increasing workloads for supervisors and the challenges in research proposals for postgraduates, the study focused on engaging 15 postgraduates in a Malaysian public university in a peer research group. The data was collected from observations of the group meetings, video-recorded peer feedback and follow-up interviews. The qualitative analysis of the data indicates that the research group supported the postgraduates through peer feedback practices, learning how to present proposals and defend themselves and finding directions in research proposals. Although their engagement was challenged by initial reservations of some postgraduates to present their proposals and provide feedback and issues related to provision, reception and reliability of peer feedback, these challenges were minimized through mentoring and instructional strategies. While peer research groups represent a valuable pedagogical support that complement supervisors’ support to postgraduates in developing their research proposals, the value should be maximized by integrating supervisors in research groups. 相似文献
2.
Melody J. Shank 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):73-82
In education, mentoring is typically understood as a one‐on‐one relationship between a novice teacher and a more experienced, competent colleague. Through the mentoring relationship, the veteran teacher guides the new teacher into the profession. In this article, the author supports an alternative conception of mentoring by describing how a group of new and experienced high school teachers, committed to changing their teaching practices toward a pedagogy of intellectual engagement, together created the conditions and relationships within their collaborative inquiry group to mentor one another. In the group, novice teachers modeled risk‐taking and vulnerability for their more experienced colleagues. Veteran teachers guided their newer colleagues toward learner‐centered pedagogical possibilities and inquiry practices. Additionally, the group itself, with its norms of open questioning and doubt, trust, collegiality, and a shared purpose, created a collaborative space of mentoring that was dynamic and reciprocal. 相似文献
3.
This paper explores the alignment of assessment practices in universities and lifelong learning as a key process and outcome for expansive student development. It outlines Boud’s approach to assessment, operationalises this to analyse practices in two contrasting national contexts: the sociology departments of the Midlands University in the UK and Nam Du University in Vietnam, and reframes this framework as a guide to improving practices and better-supporting lifelong learning. The paper thus contributes to recent debates about sustainable assessment and how to change assessment to better support students for lifelong learning in different countries. The findings suggest that although more elements were found at Midlands University than Nam Du University, assessment in both cases was an imperfect realisation of this framework. Nonetheless, the paper argues that the framework can offer guidance for changes to align assessment practices with lifelong learning, but to do this it should be adapted to the education context and also expanded to include explicit social commitments to others for expansive lifelong learning. 相似文献
4.
Max Vazquez Dominguez Martha Allexsaht-Snider Cory Buxton 《Journal of Latinos & Education》2018,17(3):225-237
Building on a pedagogical model designed to support the teaching and learning of the language of science investigation practices with middle school emergent bilingual learners, we developed a series of soccer and science investigations to promote interest and engagement in science learning. We used assemblage theory to study how students engaged in and acted within this bilingual curriculum situated in an afterschool soccer practice context. We found that soccer, a passion for several Latino students, can be used as a cultural tool for science teachers to support the emerging bilingual students’ learning process. Implications for educators and researchers considering ways of integrating diverse students’ cultural practices and passions with culturally sustaining pedagogies for science teaching and learning are discussed. 相似文献
5.
Peter Hudson Rebecca Spooner-Lane Michelle Murray 《School Leadership & Management》2013,33(3):284-301
Mentoring pedagogical knowledge is fundamental towards developing preservice teachers’ practices. As a result of a train-the-trainer mentoring programme, this study aimed to understand how mentors’ engagement in a professional development programme on mentoring contributes to their mentoring of pedagogical knowledge practices. This qualitative research analyses the mentoring of pedagogical knowledge from six paired mentor teachers and preservice teachers (n=12) after a four-week professional school experience. Findings indicated that the train-the-trainer model was successful for mentoring pedagogical knowledge on 10 of the 11 advocated practices. This suggested that a well-constructed professional development programme on mentoring can advance the quality of mentoring for enhancing preservice teachers’ practices. 相似文献
6.
This article provides an overview of relevant connections that can be used to strengthen an instructor's mentoring abilities, specifically those connections between adult development, technological interaction elements, use of course management software, and corresponding mentoring practices. From a context supported by literature within adult development and computer-mediated communication, the authors examined a series of courses at a large university and how mentoring and instruction were infused. In this article, mentoring refers to a collective process that guides and facilitates a learner's educational growth. The unique nature of adult learners and their educational needs emphasises the need for a facilitative rather than a didactic approach in technology-supported courses. Various facets of interactions and the concept of transactional distance provide an additional framework from which to examine professional practice. The authors recommend further refinement and development of the mentoring practices that infuse emerging technologies and facilitate the teaching and learning process. 相似文献
7.
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
8.
Jessica Bennett 《International Journal of Early Years Education》2018,26(1):104-118
This paper explores the successful mentoring of Timor-Leste early years teachers by Australian teachers to expand their knowledge and practice of child-centred play-based pedagogy. The mentoring programme for the Timorese teachers occurred through an extended visit to a school in Victoria, Australia, for eight weeks to work with mentor teachers in their early years classrooms. Data were collected to explore the effectiveness of the programme through classroom observations and participant interviews. Observations were conducted in the classrooms of the mentees before the programme to provide context for the interviews and after the programme for indications of pedagogical change. The mentoring programme supported the Timorese teachers to reflect and review early years pedagogy. It led to changes in their teaching philosophy, design of learning activities and the inclusion of assessment practices. After two years the Timor-Leste teachers were using a child-centred play-based model of teaching and learning to guide the development, organisation and facilitation of learning activities at their kindergarten. The foundation of the mentor programme’s success was the trusted and equitable relationships between the teachers and the organisations involved. Understanding of cultural differences was acknowledged and supported the robust discussions and reflections that empowered teachers to take action. 相似文献
9.
The article examines organisational challenges in the Finnish vocational education and training (VET) to support students’ lifelong learning pathways. Investigation of organizational challenges is done through the students’ transitions either within one school level or from one school level to another or to working life. For supporting the students’ learning pathways, it is argued here that specific attention has to be paid to collaborative practices of the personnel in order to guarantee the transitional fluency. This kind of collaboration is here called distributed pedagogical leadership. For examining the shared practices in the frame of distributed pedagogical leadership, the article introduces both quantitative results from a national survey and a Finnish VET case school and qualitative results from this particular school as several interviews of the leadership team and the teachers. 相似文献
10.
The aim of our study was to examine formalized mentoring as a learning strategy for volunteer sports coaches and to consider implications for other volunteer groups in the community. Despite the increasingly popular use of mentoring as a learning and support strategy across professional domains, and the sheer scale of volunteer sports coach activity in many communities, there has been comparatively little research on structured mentoring programmes in such settings. Data are reported from a 12-month longitudinal study of 6 mentors and 18 volunteer coaches who were organized into formal mentor partnerships in one region of the United Kingdom. Findings from our study revealed that mentoring was the result of continuous interaction between coach and context, and that context must be understood in both spatial and temporal terms. The implications for mentoring in other community based volunteer groups are explored. 相似文献
11.
ABSTRACTThis paper investigates the underexplored area of othering of migrant academics within their teaching context. Nine personal narratives of migrant academics’ teaching were analysed qualitatively for indications of pedagogical othering. Migrant academics indicated the need to align their own pedagogic values and practices with that of their host institutions they work in as they felt their own values and practices were considered less desirable. We argue, from a Gramsci’s hegemonic perspective, that the pedagogic adaptation by migrant academics aimed at improving student learning is not problematic in itself, but more problematic is the inequality of opportunity for migrant academics to contribute to pedagogical decisions which can meaningfully influence the departmental culture. Lack of pedagogic democracy where the ‘home’ academic environment has a monopoly of knowledge and a hegemonic position regarding learning and teaching can compromise the student-learning experience by limiting articulation of alternative pedagogical perspectives by the migrant international academics. 相似文献
12.
13.
Vivien Hodgson 《Learning, Media and Technology》2017,42(2):198-213
While there are many studies exploring the phenomenon of lecturers’ use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani university context. We describe how lecturers’ use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers’ daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers’ pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts. 相似文献
14.
Lucia Balduzzi Arianna Lazzari 《Early Years: An International Journal of Research and Development》2015,35(2):124-138
In recent years, the issue of early childhood staff professionalisation has been taking an increasingly prominent position in policy-making and academic debates at the international level. Despite this growing interest, studies investigating the content and delivery of professional preparation programmes for early childhood practitioners are still quite rare in European literature. Against this background, the article will describe and critically analyse the characterising features of the university degree for the professional preparation of pre-school teachers in Italy, with a special focus on workplace-based training. In particular, the theoretical underpinnings and shared understandings related to the implementation of mentoring practices within the university course will be explored by drawing on the data collected from documentary sources and interviews with local experts. Findings highlight that the main strengths of mentoring practices within such a programme are: (a) the extended placement periods in early childhood education and care (ECEC) settings which allow prospective teachers to live the culture of practice; (b) the critically reflective component of tutoring practices, which combines theoretical and experiential learning; (c) the strong partnerships built at the local level between ECEC services and universities, which generates reciprocal influences between academic research and educational practices and thus sustains pedagogical innovation. At the same time, the fact that the mentoring role of placement tutors in ECEC institutions is not adequately supported in terms of competence development and workload allocation might potentially undermine the benefits of workplace-based training for students. In addition, the contextualisation of our analysis within the broader landscape of national policy developments in the field of ECEC staff professionalisation revealed that the increased academisation of pre-school teachers professional preparation might lead – in the long term – to a risk of ‘schoolification’ of pedagogical practices enacted within ECEC services. In regards to these issues, the article will raise questions for further consideration and debate. 相似文献
15.
Semiyu Aderibigbe Laura Colucci-Gray Donald S. Gray 《Mentoring & Tutoring: Partnership in Learning》2016,24(1):8-29
Researchers indicate that prior experience and beliefs about learning and teaching held by practicing and pre-service teachers contribute significantly in shaping their mentoring relationships and, more broadly, their career outlook and aspirations. While mentoring is commonly seen as a form of support for pre-service teachers, mentoring can be pivotal in the creation of enabling environments in which collaborative, professional dialogs are undertaken. Yet, there lies a tension between enculturation into the norms of schools and promoting self-belief, participation, and collaboration. Drawing on a qualitative methodology, in this study we focused on the conceptions and expectations of classroom mentoring within the context of a teacher reform initiative in Scotland. Findings indicated that participants in the study held a mixture of beliefs regarding mentoring practices. Implications for partnership arrangements in initial teacher education and teachers’ career development were discussed. 相似文献
16.
Marsha Sowell 《Clearing house (Menasha, Wis.)》2017,90(4):129-134
In order to improve student achievement, school systems must provide new teachers with support to become effective teachers more quickly. Educators frequently use mentoring to support new teachers and reach the goals of improved classroom performance as well as teacher retention. The intention in this study was to provide insights into the mentoring of beginning teachers working in the middle grades. In this exploratory case study, three elements of a mentoring model deemed necessary for the implementation of effective mentoring for middle school teachers are presented. First, the mentor must forge a trusting relationship with the new teacher. Second, the mentor must support and guide the new teacher in creating a classroom environment that is supportive of learning. Third, the mentor must be able to support and guide the new teacher in instructional strategies appropriate to the content and context of the classroom. Furthermore, this research highlighted a need for mentors to receive ongoing training in classroom management, instructional practices, and relationship building in order to remain effective mentors. Without effective trained mentors programs will fail to meet their goals of improving instruction and retaining teachers past their induction year. 相似文献
17.
Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy discourses, definitions, interpretation and enactments in educational settings, and resultant pedagogical implications. A more robust theoretical framework is presented to support educator understanding which synthesises and extends current constructs and which bridges the divide between active learning considered as either theory of learning or pedagogical strategy. 相似文献
18.
Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to apply the lens of inclusive pedagogy to research methods pedagogy. The paper explores the ways in which learning social science research methods is hard and may be anxiety-provoking, which has sometimes led to a deficit discourse in which learners are positioned as ill-prepared and fearful. Learners can then be blamed for being hard to teach when an inclusive pedagogical lens would support a more asset-based discourse. Nonetheless, the authors argue that without traditional deficit-based solutions of the remedial class, special needs label or special teacher within the methods learning environment, methods teachers have developed their own responses. These pedagogic responses, elicited from the authors’ research using methods of expert interviews, focus groups and video-stimulated dialogue, address challenges associated with the learner, the learning material and the teacher’s context. The paper differentiates between practical solution-focused strategies and more holistic approaches. The authors illustrate how methods teachers reach out to diverse learners and they conclude that data and standpoints are used in inclusive teaching to make connections and to support learning. 相似文献
19.
In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, Learning about Meaningful Physical Education (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (1) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (2) the third author acted as a meta-critical friend, providing support for and critique of the first two authors’ development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year’s data showed that we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year, guided by suggestions from our meta-critical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback and pushing each other beyond our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practices and advanced the development of the LAMPE innovation. 相似文献
20.
Mary K. Chang Kavita Rao Maria L. Stewart Cynthia A. Farley Katherine Li 《Studying Teacher Education》2016,12(1):20-36
In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the practices, and reflected on each other’s instructional methods in the contexts of their own experiences. The faculty members engaged in a self-study in order to understand how the collaborative nature of the learning community helped them to learn and use the new teaching practices. After participating in a series of workshops together, they shared written reflections about their experiences of employing the practices in their own classrooms. The findings of this study reveal that participation in a faculty learning community provided an engaging and effective way to learn and make use of new pedagogical practices. Participants gained practical adaptive strategies from each other, felt supported in their experimentation with the new practices, and analyzed more deeply the ways in which the new practices could be integrated into their teaching. The authors describe how an informal faculty learning community can be an effective tool for faculty to research, learn, and analyze the learning of specific pedagogical practices. 相似文献