Literaturnachweis - Detailanzeige
| Autor/inn/en | Ragonis, Noa; Hazzan, Orit |
|---|---|
| Titel | A Tutoring Model for Promoting the Pedagogical-Disciplinary Skills of Prospective Teachers |
| Quelle | In: Mentoring & Tutoring: Partnership in Learning, 17 (2009) 1, S.67-82 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1361-1267 |
| Schlagwörter | Tutors; Tutoring; Models; Preservice Teachers; Pedagogical Content Knowledge; Problem Solving; Program Evaluation; Computer Science; Teaching Methods; Reflective Teaching |
| Abstract | This article presents a tutor-centered tutoring model that aims to develop and establish the pedagogical-disciplinary knowledge and skills of prospective teachers. The tutoring model and the research that accompanied its implementation are presented. The tutor-tutee pairs worked for two five-session cycles for two semesters, enabling prospective teachers to experience teaching situations by guiding the tutee through problem-solving processes. The sessions were based on difficulties that arose during the tutees' learning process. The research findings focus on the evaluation of the model by its participants--tutors, tutees and program coordinator--and indicate that the main tutoring targets were achieved. This tutoring model was implemented with prospective computer science teachers; we suggest, however, that it is applicable in teacher preparation programs in other disciplines in which problem solving is inherent. (Contains 1 figure, 4 tables and 1 note.) (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 |
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