Reflecting on Talk: A Mentor Teacher's Gradual Release in Co-Planning

Autor/in	Pylman, Stacey
Titel	Reflecting on Talk: A Mentor Teacher's Gradual Release in Co-Planning
Quelle	In: New Educator, 12 (2016) 1, S.48-66 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2015.1113347
Schlagwörter	Case Studies; Mentors; Teacher Interns; Reflective Teaching; Technology Uses in Education; Video Technology; Educational Planning; Discourse Analysis; Scaffolding (Teaching Technique); Participative Decision Making; Teacher Collaboration; Teacher Student Relationship; Observational Learning; Lesson Plans; Semi Structured Interviews; Goal Orientation; Responsibility; Participant Observation + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsplanung; Diskursanalyse; Lehrerkooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Imitationslernen; Lesson planning; Unterrichtsplanung; Zielorientierung; Zielvorstellung; Verantwortungsübernahme; Zuständigkeit; Teilnehmende Beobachtung
Abstract	The goal of this case study was to explore how a mentor teacher used video-recorded co-planning sessions to reflect on and improve one's mentoring practice. Findings reveal ways in which the mentor used talk in co-planning sessions to model one's thinking process and to gradually release planning responsibility to engage the intern in learning to plan for instruction. Results show the importance of intentional educative co-planning, and the potential for supporting mentor-teacher development through the use of video to aid in reflecting on mentoring practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01