Opening the Classroom Door--A Survey of Middle Grades Teachers Who Mentor Preservice Teachers--Lessons from Clinical Partnerships and Implications for Practice

Autor/inn/en	Turner, Steven L.; Greene, Carie C.
Titel	Opening the Classroom Door--A Survey of Middle Grades Teachers Who Mentor Preservice Teachers--Lessons from Clinical Partnerships and Implications for Practice
Quelle	In: Middle Grades Review, 3 (2017) 2, Artikel 6 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-4690
Schlagwörter	Middle School Teachers; Mentors; Preservice Teacher Education; Preservice Teachers; Teacher Surveys; Teacher Role; Teacher Attitudes; Partnerships in Education; Experiential Learning; Teaching Methods; Program Effectiveness; Teacher Collaboration + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lehrerrolle; Lehrerverhalten; Hochschulpartnerschaft; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation
Abstract	Middle school mentor teachers who participate in school-university clinical experiences have a unique opportunity to support preservice middle grades teachers' development and improve the schooling of young adolescents. This article investigates an early clinical experience and presents data from a survey of 38 middle school teachers who served as mentor teachers. Findings address how middle grades teachers view their role as mentors, their perceptions of the clinical experience as a collaborative learning partnership, and concludes with suggestions to improve clinical experiences for preservice middle grades teacher candidates. (As Provided).
Anmerkungen	University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01