Practicing Praxis: Mentoring Teachers in a Low-Income School through Collaborative Action Research and Transformative Pedagogy

Autor/in	Morton, Mary Lou
Titel	Practicing Praxis: Mentoring Teachers in a Low-Income School through Collaborative Action Research and Transformative Pedagogy
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 13 (2005) 1, S.53-72 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Constructivism (Learning); Mentors; Action Research; Writing Workshops; Coaching (Performance); Instructional Improvement; Learning Strategies; Phenomenology; Disadvantaged Environment; Participant Observation; Vignettes; Teacher Collaboration; Teaching Experience; Transformative Learning + Suchen Sie Ihr Suchwort? Projektforschung; Unterrichtsqualität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Phenomenological psychology; Phänomenologie; Psychologie; Teilnehmende Beobachtung; Lehrerkooperation; Pädagogische Transformation
Abstract	This article presents a reflexive look at a year-long mentoring experience between a university researcher and two third-grade teachers in a lower socioeconomic school. The challenges and rewards of mentoring the teachers in areas of their choice--writing workshop, constructivism, interactive learning methods, and management of cooperative learning experiences--are presented. Success in this setting required that the mentor establish mutually respectful relationships, understand the teachers' frustrations, and have the courage to challenge limiting attitudes toward lower socioeconomic children and families. One of the teachers gradually transformed the classroom pedagogy, which resulted in differentiated instruction to meet student needs, made stronger connections to the students and their families, and displayed a greater enjoyment of teaching. In contrast, the second teacher exhibited progressively narrowing efforts that resulted in favoritism of a few children and lack of monitoring of academic and social progress of the majority. The participants maintained a friendly, respectful relationship and both teachers acknowledged their progress in gaining more confidence in the teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10