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1.
University-based teacher education programs are criticized for being too theoretical, disconnected from the everyday realities of schools. To bridge this gap, teacher education programs give students year-long field experiences under the joint tutelage of mentor teachers and university faculty. However, this assumes that mentor teachers will not only be exemplary teachers, but skilled mentors as well. This article explores the tensions between the theoretical and practical work of teaching within mentoring relationships, specifically in spaces where teacher agency is limited by political, social, and cultural factors. The sociocultural, language approaches in many teacher education programs are seen as idealistic when pushed up against skills-based language approaches, advocated in classrooms. Using qualitative methods, this project follows three mentor/mentee pairs as they negotiate their relationships in an urban area in the Southwest United States. While all three pre-service teachers strongly believed that learning was a social practice, constructed through child inquiry and play, they struggled to maintain their ideologies and beliefs during their field experience. Pre-service teachers held firmly to their beliefs about teaching and learning, but holding onto these beliefs were wrought with personal and philosophical tensions. Pre-service teachers found limited agency in their practice and little support in implementing their own practices. Most importantly, unequal power dynamics and communication issues were obstacles towards mutually beneficial mentorship. Thus, preservice programs must address the importance of developing and cultivating the mentor/mentee relationship—a relationship that is pivotal in the construction of preservice teachers’ identities and practices. 相似文献
2.
《学习科学杂志》2013,22(3):317-346
In a year-long, school-based teacher education project, primary school teachers were given workshop- and classroom-based support, including sustained mentoring, as they appropriated a generative heuristic for teaching technology-and-science in their classrooms. The mentor participated in their lessons and recorded her frequent conversations with teachers. Extracts from 3 conversations (of many, spanning 5 months) between 1 teacher and the mentor illustrate this teacher's changing ideas and the mentor's role. The teacher realized that although she preferred to learn generatively, she had been using instructionist approaches in her technology-and-science teaching. These dialogues show how the mentor supported this teacher as she gradually aligned her technology-and-science teaching with the generative style of learning she already valued. 相似文献
3.
Helen Grimmett Rachel Forgasz Judy Williams Simone White 《Asia-Pacific Journal of Teacher Education》2018,46(4):340-353
New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education. 相似文献
4.
《Teaching and Teacher Education》2001,17(1):75-88
This paper describes and interprets the meanings that one novice mentor attributes to ‘reading a mentoring situation’, an organizing metaphor for describing how one experienced teacher of English learns to analyze one aspect of her learning in talking to mentor teachers of English throughout her first year of induction into mentoring. The study revealed that learning to become a mentor is a conscious process of induction into a different teaching context and does not ‘emerge’ naturally from being a good teacher of children. Thus, at an operational level, teacher education programs should prepare teachers for this passage by encouraging the dissemination of in-service courses that allow novice mentors the opportunity to articulate the construction of their new role. Such courses can be structured as ‘learning conversations’ whereby mentors are encouraged to reflect on their roles in the company of fellow mentors, mediated by an experienced mentor of mentors. 相似文献
5.
Mentoring the mentors: student teachers' contributions to the middle school classroom 总被引：1，自引：0，他引：1
Dana L. Grisham Janet L. Ferguson Beverly Brink 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):307-319
This study presents three case studies of teacher candidates in a Masters in Teaching (MIT) Program who interned in a well‐established middle school Professional Development School (PDS) in Washington State. Each of the three portraits reveals how student teachers can positively influence the learning outcomes of middle school students by bringing intellectual excitement and teaching renewal into the literacy classrooms of mentor teachers. Teacher interviews, teacher candidate reflections, and observations document the strengths brought to the classroom by teacher candidates, as well as the challenges they and their mentor teachers faced. The researchers conclude that flexibility and openness to learning on the part of mentor teachers are conditions that provide optimal support to teacher candidates and increase the opportunities for learning to occur for both mentor and mentee. This study also investigates outcomes for mentor teachers involved in collaborative inquiry with student teachers during an internship within the larger context of a partnership with education faculty at a university. The intention was to extend preliminary research by exploring more deeply the potential benefits of collaborative inquiry for the mentor teachers involved in partnership with a university. 相似文献
6.
Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers’ learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be ‘co-thinkers’ who enact a developmental view of mentoring, as well as ‘co-learners’ who are willing to engage in mutual learning with their novices. These two aspects are assumed to be associated in mentor thinking. The aim of this questionnaire study was, therefore, to explore the relationship between mentors’ mentoring conceptions and their mentoring motives. Participants were 726 secondary education mentor teachers, associated with 13 institutes for teacher preparation in the Netherlands. Results showed that a motivation to mentor for personal learning was more strongly associated with a developmental conception of mentored learning to teach than with an instrumental mentoring conception. The same was found for a motivation to mentor for contributing to the profession, but less pronounced. These findings suggest potential strategies for the selection and preparation of mentor teachers for programs that intend to foster collaborative inquiry approaches for novice teacher support. 相似文献
7.
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
8.
Trevor Davies 《Journal of Educational Change》2013,14(1):51-71
The study explores what happens to teachers practice and professional identity when they adopt a collaborative action research approach to teaching and involve external creative partners and a university mentor. The teachers aim to nurture and develop the creative potential of their learners through empowering them to make decisions for themselves about their own progress and learning directions. The teachers worked creatively and collaboratively designing creative teaching and learning methods in support of pupils with language and communication difficulties. The respondents are from an English special school, primary school and girls secondary school. A mixed methods methodology is adopted. Gains in teacher confidence and capability were identified in addition to shifts in values that impacted directly on their self-concept of what it is to be an effective teacher promoting effective learning. The development of their professional identities within a team ethos included them being able to make decisions about learning that are based on the educational potential of learners that they proved resulted in elevated standards achieved by this group of learners. They were able to justify their actions on established educational principles. Tensions however were revealed between what they perceived as their normal required professionalism imposed by external agencies and the enhanced professionalism experienced working through the project where they were able to integrate theory and practice. 相似文献
9.
Lily Orland-Barak 《Cambridge Journal of Education》2001,31(1):53-68
This paper describes and interprets the process by which two novice mentors of English teachers, who are experienced high school teachers of English, learnt to construe their new role by articulating differences and similarities between their practice as teachers of children and as mentors of teachers. The evolving competencies that the focal mentors attributed to their learning are interpreted through the metaphor of 'learning to mentor as learning a second language of teaching'; an organising framework that emerged from the findings of a qualitative case study that investigated the learning process experienced by two veteran teachers of English in their passage from teaching English to school children to becoming mentors of teachers of English (Orland, 1997). The study suggests that although the passage from being a teacher of children to becoming a teacher of teachers is shaped by strong emotional and motivational dispositions, it is also a highly conscious and gradual process of developing communicative competencies, whereby the mentor learns to redefine his/her context of teaching in order to make sense of his/her new context of mentoring. At an operational level the study indicates that there is a definite need to prepare teachers for this passage by providing opportunities to voice and articulate these connections in teacher education programmes. 相似文献
10.
Rosie Le Cornu 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):355-366
This article discusses a peer mentoring teacher education initiative that aims at developing pre‐service teachers’ capacities to participate successfully in learning communities, both during their initial teacher education and throughout their teaching careers. Peer mentoring utilizes the latest conceptualization of mentoring, that of co‐mentoring by Bona et al. or that proposed by Hargreaves and Fullan, where all teachers give and receive support. Such a conceptualization challenges the traditional assumption that the mentor knows best and is consistent with the latest approaches to teacher professional development, where teachers are encouraged to participate in learning communities. A peer mentoring teacher education initiative is described and three essential elements are highlighted. 相似文献
11.
This paper draws on results of a research project InterActive Education: Teaching and Learning in the Information Age (see www.interactiveeducation.ac.uk). The overall aim of the project was to examine ways in which new technologies can be used in educational settings to enhance learning. Research was carried out across a range of school subjects: English, history, geography, mathematics, modern foreign languages, music and science. Within this paper we report on the work of two teachers within the same primary school who devised an initiative to support the development of composition skills of children aged 10 and 11, using Dance eJay software. We explore the ways in which collaborations took place between the pupils, arguing that eJay provides a rich mediational tool where creative outcomes are negotiated. We suggest that the computer workstation provides the mediational means by which all pupils – whether or not they possess formal instrumental skills – can be creative, working within a musical style in which they are culturally located. Furthermore, we propose that the teacher is central to the creative–collaborative process and suggest implications for teachers when planning for creative, collaborative work in the classroom using music software such as eJay. 相似文献
12.
Frances J. Langdon 《Teacher Development》2017,21(4):528-546
While studies have shown that mentoring is central to new teacher development, few investigations have examined what mentors learn about themselves as mentors. The purpose of the study was to illuminate mentor learning. The article reports on two case studies that investigated the development of mentoring expertise over a two-year period. During this period, the two mentor participants were engaged in a professional development intervention focused on fostering mentoring expertise. Data sources included transcribed professional conversations, interviews and action research documentation. Analysis of these data found that despite good intentions, mentors’ preconceptions of their role were difficult to change. Where substantive change was evident, there was a conceptual shift from a focus on mentee and student learning to include mentor learning. The study suggests that the development of mentor expertise is complex and cannot be assumed. The complexity associated with letting go of deeply ingrained beliefs and practices to develop mentoring expertise is illuminated in the dynamic interaction between the school context, the mentor’s preconceptions and re-conceptualisation of their role along with the on-going assessment of professional learning opportunities. 相似文献
13.
Anjum Halai 《Journal of Mathematics Teacher Education》1998,1(3):295-315
In this paper, I critically examine my role as a mentor to a group of mid-career mathematics teachers, to better understand
how mentoring practices influence teacher learning. The teachers taught mathematics to Grades 5 or 6. They planned and taught
lessons to promote conceptual understanding of mathematics through the use of discussions, and reflected on their own and
pupils' learning in the process. The study lasted for a year. It draws on qualitative data from sources such as semi-structured
interviews, participant observation, and teachers' reflective journals. As a mentor/researcher I found that in the case of
mentees' perception of the mentor as a problem solver or evaluator of performance learning was inhibited, whereas mentor and
mentee relationships established on mutual trust supported mentees' personal and professional growth. The close work with
the teachers also gave me insights into aspects of learning influenced by teachers' beliefs and understanding of mathematics
and of how learning takes place. The study has implications for other such teacher education initiatives, particularly in
the context of developing countries like Pakistan.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
14.
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
15.
16.
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
17.
Peter Neil Alex McEwen Karen Carlisle & Damian Knipe 《British Journal of Special Education》2001,28(4):174-181
School self-evaluation allows staff to review the quality of their work in relation to local contexts. In this article, Peter Neil, senior lecturer in education, Alex McEwen, professor of education, and Karen Carlisle and Damian Knipe, both research assistants in the Graduate School of Education at Queen's University, Belfast, discuss a research project focusing on the process of self-evaluation carried out by staff at a special school in Northern Ireland. The project involved the participants in the completion of a research journal over a four-week period. The authors describe the ways in which the outcomes of the project were fed back to staff and the impact the project had on a range of issues, including teaching and learning and the school's professional development agenda. 相似文献
18.
This article reports on the findings of a study looking at the role of the school‐based mentor in developing the competence of trainee teachers in relation to the use of information and communications technology (ICT) in the classroom. One key factor in determining the contribution of the mentor appears to be the level of confidence in his/her ability to use ICT, both personally and in the classroom, which in turn has an effect on both the nature and range of the support given to the trainee teacher. Questionnaire and interview data indicated that many mentors feel that their ICT expertise is often not as great as that of the trainee (and therefore feel less confident and/or willing to offer guidance in this area) and that they are unable to offer support to trainees in relation to contexts that involve the use of ICT in the classroom. The authors would suggest that traditional approaches to mentoring might need to be reviewed in the light of this and they would argue that there could be benefits from adopting more innovative ways of working whereby the trainee’s ICT knowledge and skills might be used to full effect when combined with the mentor’s understanding of classroom teaching and learning. Such a model has implications for the providers of initial teacher training and these are discussed. 相似文献
19.
《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
20.
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