Mentoring in Clinical Placements: Conceptualization of Role and Its Impact on Practices

Autor/in	Reinhardt, Kimberly S.
Titel	Mentoring in Clinical Placements: Conceptualization of Role and Its Impact on Practices
Quelle	In: Action in Teacher Education, 39 (2017) 4, S.381-396 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reinhardt, Kimberly S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2017.1347533
Schlagwörter	Mentors; Teacher Educators; Teacher Education Programs; Qualitative Research; Phenomenology; Cooperating Teachers; Preservice Teachers; Preservice Teacher Education; Clinical Experience; Student Placement; Semi Structured Interviews; Observation; Clinical Teaching (Health Professions); Teacher Role; Middle School Teachers; Secondary School Teachers; Teacher Educator Education + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Schülerpraktikum; Beobachtung; Lehrerrolle; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Although the call for increased clinical experiences is clear and the influence of clinical preparation is recognized as the most influential portion of teacher preparation programs, more attention is being directed at investigating the role of cooperating teachers in the transformation of clinical practices. This study focused on how cooperating teachers understand their role and how this internalized conceptualization influenced the cooperating teachers' externalized practices within a teacher preparation program. The results point toward a need to develop learning partnerships to extend mentoring practices beyond the practical aspects of learning to teach toward collaborative inquiry across the mentoring system that is in alignment with broader teacher preparation outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01