Mentoring in TGfU Teaching: Mutual Engagement of Pre-Service Teachers, Cooperating Teachers and University Supervisors

Autor/inn/en	Wang, Lijuan; Ha, Amy
Titel	Mentoring in TGfU Teaching: Mutual Engagement of Pre-Service Teachers, Cooperating Teachers and University Supervisors
Quelle	In: European Physical Education Review, 18 (2012) 1, S.47-61 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X11430654
Schlagwörter	Learning Theories; Mentors; Cooperating Teachers; Supervisors; Preservice Teachers; Teacher Education; Higher Education; Student Teacher Supervisors; Student Teaching; Student Teachers; Interaction; Models; Interviews; Semi Structured Interviews; Physical Education; Teaching Experience; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Interaktion; Analogiemodell; Interviewing; Interviewtechnik; Körpererziehung; Sportunterricht; Ausland; Hongkong
Abstract	This study aims to examine the approaches used in mentoring and investigate the interactions occurring between pre-service teachers and mentors during the mentoring process. The study is placed in the context of the implementation of Teaching Games for Understanding (TGfU). The theoretical framework of this study was based on situated learning theory. Written artefacts and interview transcripts were collected from ten pre-service teachers, nine cooperating teachers and three university supervisors. Findings indicate that although a hierarchy mentoring model is adopted by mentors to supervise the teaching of pre-service teachers, interactions occur between pre-service teachers and mentors during the mentoring process in TGfU teaching. According to the perspective of pre-service teachers, university supervisors assisted them in acquiring a better understanding and facilitating the teaching of TGfU, although some suggestions are idealistic. The mentoring from cooperating teachers did not focus on TGfU teaching due to their limited knowledge of the subject. From the perspective of mentors, the mentoring in TGfU teaching resulted in their own professional growth. Based on the findings, we suggest that situated learning theory and the mentoring model be modified and developed further. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://epe.sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10