Literaturnachweis - Detailanzeige
| Autor/inn/en | Jenkinson, Kate A.; Benson, Amanda C. |
|---|---|
| Titel | Designing Higher Education Curriculum to Increase Graduate Outcomes and Work Readiness: The Assessment and Mentoring Program (AMP) |
| Quelle | In: Mentoring & Tutoring: Partnership in Learning, 24 (2016) 5, S.456-470 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1361-1267 |
| DOI | 10.1080/13611267.2016.1270900 |
| Schlagwörter | Higher Education; Preservice Teachers; Teacher Education; Teacher Education Programs; Focus Groups; Mentors; Foreign Countries; Physical Education Teachers; Professional Development; Peer Relationship; Teaching Methods; Australia |
| Abstract | Pre-service teacher programs have a responsibility to equip graduating students with more than the minimum skill sets required by governing bodies. The Assessment and Mentoring Program (AMP) is a four-way collaborative mentoring learning community underpinned by social constructivism. Conducted in Victoria, Australia during the 2014-2016 academic years, 25 final year physical education pre-service teacher mentors aged 19-23 years (M = 13; F = 12) participated in focus groups to discuss the perceived benefits of the program prior to commencing their mentoring role. The mentors considered AMP as a pathway to develop experience in assessment, engage in appropriate professional relationships through mentoring and further their professional learning experiences. Through the involvement in mentoring and developing and implementing assessment, mentors perceived they would have an opportunity to develop valuable work ready skills, immediately transferable to their future professional role as a teacher in a school. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; 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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