Literaturnachweis - Detailanzeige
| Autor/inn/en | Amador, Julie; Wallin, Abraham; Amador, Paul |
|---|---|
| Titel | Professional Development of Multi-Experienced Educators through a Book Study: Fostering Mentoring Relationships |
| Quelle | In: Mentoring & Tutoring: Partnership in Learning, 23 (2015) 4, S.273-292 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1361-1267 |
| DOI | 10.1080/13611267.2015.1088323 |
| Schlagwörter | Mentors; Professional Development; Interaction; Books; Discussion Groups; Case Studies; Preservice Teachers; Teacher Leadership; Semi Structured Interviews; Teacher Participation |
| Abstract | A mentorship professional development model was provided to a group of educators at various stages in their career paths, ranging from pre-service teachers to in-service teachers to teacher leaders. We were interested in exploring how participants' interactions during a book study influenced their perceptions of practice, with a specific aim at understanding what they noticed from these interactions and how they conceptualized their thoughts from the mentorship experience. Findings indicated that participants situated themselves with a receiver, neutral, or giver perspective, which influenced how they interacted with others. In the process, participants valued the security fostered from the relationships, generated new relationships with others with varying experiences, engaged in reflective practice, and considered exposure to other perspectives to be beneficial. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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