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1.
An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university–school partnerships. We report here on results from a research project answering the call for a more systematic understanding of the practice learning context. The study focuses on the new Norwegian elementary teacher education programme and highlights the difficulties involved in connecting theory and practice and how prospective teachers may be supported in this respect. Focus group interviews involving 51 first-year prospective teachers and 25 teacher–mentors investigated early school placements, specifically prospective teachers’ positions in the classroom as teachers of mathematics, and the ways in which the mentoring relationship supported their developing role. Taking a communities of practice perspective, we found that the idea of movement across intersecting and sometimes conflicting communities of practice is helpful in aiding our understanding of the difficulty of connecting theory and practice. Additionally, variations in mentoring styles and perceptions of prospective teachers’ mathematics and pedagogic knowledge competencies play a part in some prospective teachers’ difficulties in taking up a role as legitimate peripheral participant in the school. We conclude by considering ways in which prospective teachers might be better supported to cope with school placement. 相似文献
2.
Mark Cobb Joyce E. Many Mona W. Matthews Ewa McGrail Gertrude Tinker Sachs 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):371-387
This commentary continues a dialogue which began among literacy teacher educators attending an alternative format session about mentoring in the academy at a national conference. Literacy teacher educators participated in an informal discussion centered on the nature of mentoring in the academy for doctoral students, untenured professors, and tenured professors. Doctoral students focused on their changing identities and roles in the academy, their concerns about navigating the political infrastructure of academia, and the importance of assuming a proactive stance towards obtaining mentoring, especially for part‐time doctoral students. Untenured professors focused on the ways they were inventing and reinventing themselves within the power and politics of academia and their need for more holistic mentoring during these turbulent times. Tenured professors were able to embed mentoring experiences into their scholarly work and find ways to benefit or learn from mentoring experiences. These mentors also found comfort in more informal mentoring that included self‐initiated endeavors centered on mutual interests. Our commentary draws on these discussions as well as the professional literature on mentoring to describe the importance of mutual trust and reciprocity in mentoring throughout all stages of academia with attention to cultural and linguistic diversity. 相似文献
3.
Conclusion The use of electronic portfolios to teach and assess EFL affects both teachers and students who are accustomed to traditional
methods of teaching and learning English in Taiwan. This new innovation also stimulates teachers and students to think about
ways to connect their work, their school and the island communities of Taiwan. Ultimately, it will help teachers and students
to look beyond the Taiwan community to interact with a more globalized world community. 相似文献
4.
Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used the process of annotating work samples to develop shared understanding of achievement standards during their curriculum planning phase, and how this understanding informed their teaching so that their students also developed this understanding. Bernstein's concept of the pedagogic device is used to identify the ways teachers recontextualised their assessment knowledge into their pedagogic practices. Two researchers worked alongside seven primary school teachers in two schools over a year, gathering qualitative data through focus groups and interviews. Three general recontextualising approaches were identified in the case studies; recontextualising standards by reinterpreting the role of rubrics, recontextualising by replicating the annotation process with the students and recontextualising by reinterpreting practices with students. While each approach had strengths and limitations, all of the teachers concluded that annotating conversations in the planning phase enhanced their understanding, and informed their practices in helping students to understand expectations for quality. 相似文献
5.
Teresa Cremin Debra Myhill Ian Eyres Tricia Nash Antony Wilson Lucy Oliver 《Literacy》2020,54(2):49-59
In the context of renewed interest in teachers' identities as writers and the writers as artist‐educators, this paper reports upon the findings of “Teachers as Writers” (2015–2017). A collaborative partnership between two universities and a creative writing foundation, the study sought to determine the impact of writers' engagement with teachers on changing teachers' classroom practices in the teaching of writing and, as a consequence, in improving outcomes for students. The project afforded opportunities for writers and teachers to work together as learners in order to improve student outcomes. The study involved two complementary datasets: a qualitative dataset of observations, interviews, audio‐capture (of workshops, tutorials and co‐mentoring reflections) and audio‐diaries from 16 teachers; and a randomised controlled trial (RCT) involving 32 primary and secondary classes. The findings reveal that the teachers' identities and assurance as writers shifted significantly. The Arvon experience also led to pedagogic shifts which the students reported impacted positively upon their motivation, confidence and sense of ownership and skills as writers. However, these salient dispositional shifts did not impact upon the young people's attainment. The professional writers gained new understandings which substantially altered their conceptions of writers' potential contribution in schools. 相似文献
6.
Carl Leggo 《Interchange》1998,29(2):169-184
In my work with preservice teachers I face daily a dilemma. My student-teachers come to me with an urgent practical agenda: What do I need to know in order to survive in the world of school? In effect they want me to tell them how to fit into a world that they assume is structured like a grammar, with traditions and conventions and rules and patterns. They are seeking ways to conform to the pedagogic world as it has been written, but I hope they will seek ways to transform the pedagogic world, always written and always in the process of being written. I hope my student-teachers will seek ways to write, actively and deliberately and imaginatively, the pedagogic world of students and teachers. I want them to learn to live un/grammatically, to challenge the ways in which the world has been written for them, to know that they are not only written by the world, but that they also write the world. I invite my students to write the unwritten sentences, the sentences that interrogate and subvert syntax and semantics, the sentences that create spaces where my students can live un/grammatically. 相似文献
7.
Cathy Zozakiewicz 《The Teacher Educator》2013,48(2):137-151
Teacher education is challenged with preparing teachers to work effectively with culturally diverse students. Gaps in the research literature demonstrate that more bridging is needed between teacher education coursework and student teaching experiences, particularly in terms of supervision approaches that consider multicultural issues. This study argues that culturally responsible mentoring is one way to help student teachers put multicultural education into practice. Culturally responsible mentoring helps preservice teachers become critical thinkers about the cultural contexts in which they work. It also assists them in developing equitable and inclusive practices for their particular students. This study defines and describes the practices of culturally responsible mentoring and examines the impact it has on two student teachers in the field. 相似文献
8.
Characteristics and Difficulties of Teachers Who Mentor Environmental Inquiry Projects 总被引：1，自引：0，他引：1
The paper describes characteristics and analyses difficulties of environmental sciences teachers in mentoring their students
in an extended inquiry project, which is a mandatory requirement of the environmental sciences matriculation in Israel. The
teachers participated in a professional development program that provided both content knowledge and support for conducting
inquiry, and enabled the teachers to guide the students in the inquiry project. Teachers who had experience in inquiry identified
more skills required for mentoring students' inquiry, and provided a non-directive guidance pattern, whereas inexperienced
teachers acknowledged less skills, and tended to present a directive-authoritative approach. Insufficient content and pedagogical
content knowledge affected the teachers who closely controlled their students' work. 相似文献
9.
Daniel D. Liou Antonio Nieves Martinez Erin Rotheram-Fuller 《International journal of qualitative studies in education》2016,29(1):104-129
This one-year ethnographic case study focused on students of color from a West Coast High School who faced a variety of academic challenges. Collectively, they shared perspectives on school improvement, and among the recommendations was the importance of mentorship in the classroom to develop students’ aspirational, navigational, and informational capital for academic resiliency, high expectations, and success. This article highlights the perspectives of multiple stakeholders, such as students and teachers, on the qualities of mentorship practices. Using these data, a framework was developed to promote mentoring as an interrelated process in classroom instruction to ignite a new perspective on school reform. In this particular context, this study concludes that these students of color viewed mentorship as a critical component that was often missing in their high school careers. In an effort to improve students’ experiences in the classroom, this article argues that teachers must develop critical mentoring skills, beyond what is traditionally considered as mentoring services, as a pedagogical tool to assist students to overcome their academic challenges and achieve school success. 相似文献
10.
Today the quality of teachers is held to be increasingly important yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet the challenges of their initial years of teaching. In some jurisdictions, other agencies (Ministries of Education, school districts, and private providers) are supplementing the work of teacher education through the introduction of new teacher induction programs which have become favoured policy initiatives to enhance new teacher transition, retention and quality. Evidence suggests that induction and mentoring increase teacher retention and ensure more effective socialisation of new teachers into the school culture. In spite of their growing popularity, the degree to which induction programs complement teacher education and/or impact new teacher professional learning remains unclear. In this paper the authors report a secondary analysis of data from an evaluation of the New Teacher Induction Program in Ontario, Canada to consider the implications for the future of teacher education by asking: What are the challenges facing new teachers? In what ways does the induction program support new teacher professional learning? What are the major implications for the future of teacher education? 相似文献
11.
This study focuses on the mentor relationships between science teachers and their scientist mentors in a summer Research Experience for Teachers program at a United States national laboratory facility. Using mixed methods, the authors surveyed and interviewed (semi-structured) the eleven participating teachers before and after the program. The authors also observed the teachers with their mentors each week. During these observations, three different types of mentoring relationships were observed. The authors highlight these through case studies of three teachers, each of whom experienced one of the three relationships. These case studies include their pre and post survey and interview data as well as classroom observations following the program. The results show that the mentoring relationship positively influences teachers?? views of scientific inquiry. The participating teachers felt a sense of membership in the science community as a result of the mentoring they received from their scientists and/or other members of their research group (i.e. graduate students, post doctorates). The three cases demonstrate that teachers felt a higher sense of ownership when they were ??discovering?? information that was new to their scientist or ??translating?? their work. All three types of mentoring relationships improved teachers?? understanding of scientific inquiry, which can translate into the classroom. 相似文献
12.
13.
Megan Watkins 《British Journal of Sociology of Education》2007,28(6):767-781
The teacher’s body has a dubious status within contemporary pedagogic practice. The impact of progressivism in many western countries, with its emphasis on student‐centred learning, has resulted in a marginalisation of the teacher’s role in many classrooms. While its influence appears to be waning, in Australian primary schools, student‐centred methodologies such as group‐based and independent learning tend to dominate classroom practice. Relegated to the role of facilitator the teacher’s overall presence and bodily impact in classrooms has been greatly reduced. Drawing on a study of the practice of two kindergarten teachers in two schools in Sydney, Australia, this article will examine the ways in which they embody pedagogic space, the regimen they create and the techniques they employ in teaching their students how to write. In a sense the title ‘Disparate bodies’ has a dual focus. Not only does it relate to the different ways in which the two teachers deploy their bodies in the classroom, it also refers to the differential embodiment of their students which results from the affects that their teachers’ pedagogies engender. 相似文献
14.
15.
Issues have been raised in The Cambridge Journal of Education by Edwards and by Booth about how the work of schools and colleges in initial teacher training can be complementary. In the study reported here, arrangements were made for teachers to spend time mentoring students. The students reported feeling the benefit of this. Although the mentors felt that even more time was required for mentoring than was officially allocated, they were positive about the value of mentoring. Their self‐reports showed that they had perceived themselves as playing roles which could be viewed as complementary to, rather than as duplicating, the roles of tutors. Accordingly, the study brings evidence to bear on the current debate about complementarity in the roles of colleges and schools in initial teacher training 相似文献
16.
ABSTRACT Ideas about merit and the associated notion of a meritocracy have long been drawn upon to frame and understand a range of issues central to education policy. Little attention, however, is given to how in practice and through the workings of policy, meritocracy functions as an ideology that is struggled over by various social groups and pedagogic agents. Focusing on classroom pedagogic practices in Singapore, this article explores the ways in which in an ostensibly meritocratic education system, teachers interpret and negotiate ideas about culture to engage their students in the system’s low-progress tracks. We argue that these teachers are creatively resisting, even challenging official discourses of meritocracy and engaging in what Nancy Fraser calls struggles over recognition and redistribution. 相似文献
17.
Jocelyn L. N. Wong 《Teachers and Teaching》2018,24(6):706-718
Most studies of school-based mentoring practice have put their key focus on discussions of the professional growth of novice teachers rather than of their mentors. Mentoring practice, however, is also a platform from which mentors can build or enhance their professional competency and capitalize their leadership role as they interact with novice teachers and their colleagues. This is an area which deserves further research attention. Drawing on the concept of social capital, this small-scale qualitative study investigates how mentors can develop or revise their mentoring skills and knowledge while they engage in school-based mentoring practice. Semi-structured interviews and documents were collected from 31 mentors from primary and secondary schools in Hong Kong from 2014 to 2015. Findings of this study firstly show that both bonding social capital and bridging social capital can help mentors develop their mentoring knowledge in different ways. Secondly, bridging social capital can help mentors act as boundary brokers who develop transformative learning by interacting with outside experts. Providing more off-site or cluster-based mentor training programs and mentoring partnership schemes with outside experts could be the way forward to maximize the professional competency of mentors aiming at improving school capacity. 相似文献
18.
师生教学关系的走向：从主客体到主体间性交往 总被引：2，自引：0，他引：2
师生教学关系的性质关系到教育本质和教育规律等重大问题。师生在教学中互为主客体关系被教育理论界大致认同，但这种关系的弊端已初见端倪，主体间性交往关系才是师生在教学中应有的关系，这种关系可通过增加师生有效性交往的次数，完善师生教学交往信息反馈系统，发挥学生主体性，转换教育理念措施来实现。 相似文献
19.
Sarella Henriquez 《欧洲师范教育杂志》1989,12(3):265-272
Teachers’ professional socialisation is a total process which develops or modifies teachers’ behaviour during their professional life. Institutional teacher training is understood to be an integrated part of this socialisation process. Teaching practice is another integrated systematic part of this process. The early years of teaching practice have fundamental importance in the integration of pedagogic and educational behaviour. This socialisation process occurs in different ways and to varying degrees among teachers, resulting in certain stages being reached in teaching practice. These ‘steps’ are influenced by at least two types of factors: (i) the nature of models teaching training transmitted during institutional teacher training; (ii) the social composition of students and the institutional styles existing in the teaching practice. 相似文献
20.
Anita Eriksson 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):272-291
The use of mentoring within teacher education has become more common in recent years, however, there still seems to be a lack of research about formal group mentorship models as a pedagogical process. In my study, I presented knowledge about how a formal group mentorship model used during a teacher education program at a Swedish university has affected the student teachers’ professional development. The findings suggest that nearly all the student teachers describe the mentoring group conversations as beneficial as they have contributed to a strengthened socialization, identity and/or teacher role, a possibility to share experiences, hear others perspectives, and get support in the process of linking theoretical educational content and teaching activities. A few students expressed that the mentoring program has not contributed at all to their professional development. 相似文献