Pre-Service Teachers' Use of Metaphors for Mentoring Relationships

Autor/in	Izadinia, Mahsa
Titel	Pre-Service Teachers' Use of Metaphors for Mentoring Relationships
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 5, S.506-519 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Izadinia, Mahsa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2017.1355085
Schlagwörter	Preservice Teachers; Figurative Language; Mentors; Foreign Countries; Teacher Education Programs; Preservice Teacher Education; Practicums; Secondary School Teachers; Semi Structured Interviews; Student Attitudes; Teacher Placement; Interpersonal Relationship; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Australien
Abstract	The purpose of this study was to examine pre-service teachers' and their mentor teachers' metaphorical images of their mentoring relationships and the extent to which the participants changed their metaphors as they went through their practicum experience. Three rounds of interviews were conducted with seven secondary pre-service teachers over a one-year Graduate-Diploma of Education Course; at the outset of the programme, at the end of the first placement and at the end of the second placement. Thirteen Mentor teachers were also interviewed at the beginning and end of each placement. The findings indicated that the metaphors the two groups initially constructed significantly overlapped and focused on interpersonal relationships and providing guidance and support. Also, some changes were observed in the metaphors used by the two groups depending on their mentoring experiences. Implications for mentor teachers and teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01