Mentoring Approaches and Opportunities for Learning to Teach: A Comparative Study of the Practicum Experience in Lebanon and China

Autor/inn/en	Chaaban, Youmen; Wang, Li; Du, Xiangyun
Titel	Mentoring Approaches and Opportunities for Learning to Teach: A Comparative Study of the Practicum Experience in Lebanon and China
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 29 (2021) 1, S.136-161 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chaaban, Youmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2021.1899589
Schlagwörter	Foreign Countries; Cultural Differences; Mentors; Practicums; Preservice Teacher Education; Cooperating Teachers; Teacher Attitudes; Student Teachers; Student Attitudes; Apprenticeships; Educational Practices; Expectation; Social Influences; Teacher Role; Undergraduate Study; Lebanon; China + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Apprenticeship; Lehre; Bildungspraxis; Expectancy; Erwartung; Sozialer Einfluss; Lehrerrolle; Grundstudium; Libanon
Abstract	We report a comparative qualitative study conducted in Lebanon and China on mentoring approaches, their compatibility with expectations, and their facilitation of learning opportunities. Data sources included interviews, journals, and essays from 20 student teachers (STs), and interviews from 10 cooperating teachers (CTs). Findings indicate a dominant laissez-faire approach in the Lebanese context with negative compatibility with STs' expectations, and an apprenticeship approach in the Chinese context with positive compatibility with STs' expectations. Learning opportunities varied dependent on compatibility with expectations and socio-cultural factors. A transformative approach to mentoring and system supports are recommended to maximize learning opportunities during the practicum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01