Mentoring in an Urban Teacher Residency: Mentors' Perceptions of Yearlong Placements

Autor/in	Gardiner, Wendy
Titel	Mentoring in an Urban Teacher Residency: Mentors' Perceptions of Yearlong Placements
Quelle	In: New Educator, 7 (2011) 2, S.153-171 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
Schlagwörter	Social Justice; Urban Schools; Mentors; Teacher Collaboration; Placement; Qualitative Research; Teacher Attitudes; Preservice Teachers; Intervention; Educational Change; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerkooperation; Betriebspraktikum; Praktikum; Qualitative Forschung; Lehrerverhalten; Bildungsreform; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This qualitative study explored 8 urban mentor teachers' experiences and perceptions of mentoring in a yearlong field placement in an Urban Teacher Residency program. Results indicate mentors' and preservice teachers' joint work provided a context conducive for professional learning and contributing to a larger social justice mission. However, ongoing collaboration also produced tensions, some of which mentors had difficulty navigating. This study suggests that if extended field placements are to be an effective reform intervention, mentor teachers need professional support to maximize the benefits and to negotiate the complexities of collaboration. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10