Strengthening New Teacher Agency through Holistic Mentoring

Autor/in	Bieler, Deborah
Titel	Strengthening New Teacher Agency through Holistic Mentoring
Quelle	In: English Journal, 102 (2013) 3, S.23-32 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Holistic Approach; Teaching Methods; Models; Professional Autonomy; Institutional Mission; Reflective Teaching; Resilience (Psychology); Mentors; Teacher Education Programs; School Districts; Professional Identity; Teacher Educators; Teacher Student Relationship; Secondary School Teachers; Student Attitudes; English Instruction; Masters Programs; Graduate Students + Suchen Sie Ihr Suchwort? Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Berufsfreiheit; School district; Schulbezirk; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; English langauage lessons; Englischunterricht; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	If emerging teachers are going to be something more than technicians, they need to reflect on their instructional worldviews, the mission of schools, and their role as autonomous professionals. In this article, the author shows how three pedagogical "moves" she made as a holistic mentor helped her student teachers forge and voice new-found professional identities and a sense of agency when engaged in literacy practices together. The model described here emphasizes the sense of agency that leads to reflection and resiliency. (Contains 2 figures.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10