(Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice

Autor/inn/en	Achinstein, Betty; Barrett, Adele
Titel	(Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice
Quelle	In: Teachers College Record, 106 (2004) 4, S.716-746 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1111/j.1467-9620.2004.00356.x
Schlagwörter	Teaching Methods; Student Diversity; Mentors; Classroom Techniques; Beginning Teachers; Teacher Collaboration; Classroom Observation Techniques; Interviews; Student Needs; Professional Development + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Junior teacher; Junglehrer; Lehrerkooperation; Interviewing; Interviewtechnik
Abstract	Research on new teachers identifies two critical challenges in relation to how novices view their students: practice shock that results in an over focus on controlling students and a cultural mismatch that causes novices to see diversity as a problem. This article explores how mentoring strategies intervene at this critical phase, influencing novices' beliefs about students and teaching practices. This study examined 15 new teacher-mentor pairs over 2 years in northern California through mentoring conversations, classroom observations, and interviews with mentors and novices working with culturally and linguistically diverse elementary students. Drawing on sociological, organizational, and new teacher educational literature, the study explores how novices and mentors come to frame and negotiate student diversity in the classroom. The authors describe three ways of viewing classroom relations that the new teachers and mentors used managerial, human relations, and political. This article challenges current thinking about novice development by revealing how mentors offer new teachers a repertoire of frames to diagnose challenges and develop alternative approaches to meet the needs of diverse students. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10