Developing Mentors: An Analysis of Shared Mentoring Practices

Autor/inn/en	Bower-Phipps, Laura; Klecka, Cari Van Senus; Sature, Amanda L.
Titel	Developing Mentors: An Analysis of Shared Mentoring Practices
Quelle	In: New Educator, 12 (2016) 3, S.289-308 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2016.1187979
Schlagwörter	Mentors; Teacher Role; Qualitative Research; Student Teaching; Graduate Study; Student Teachers; Masters Programs; Semi Structured Interviews; Focus Groups; Skill Development; Teaching Methods; Student Role; Urban Schools; High Schools; Secondary School Teachers; Undergraduate Students; Internship Programs + Suchen Sie Ihr Suchwort? Lehrerrolle; Qualitative Forschung; Teaching practice; Unterrichtspraxis; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Magister course; Magisterstudiengang; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Berufspraktische Ausbildung
Abstract	Understanding how experienced teachers share and articulate effective mentoring practices can guide efforts to prepare quality mentors. This qualitative study focused on mentoring practices within a teacher-designed student-teaching program conceptualized while the mentor teachers within the program were students in a graduate-level mentoring course and implemented upon the mentors' completion of their graduate studies. Data sources included interviews and field notes from meetings with mentors and student teachers. The results detail specific mentoring practices: explicit instruction through scaffolding, developing the whole teacher, student-teacher-directed learning, fostering student teachers' individual practice, explicit mentoring of one another, and reflecting on mentoring. These practices were enabled by program structures such as mentor meetings, an online forum, and mentors' observation of all student teachers in the program. (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	2020/1/01