Mentoring Matters: Rethinking Mentor Relationships

Autor/in	Coffey, Heather
Titel	Mentoring Matters: Rethinking Mentor Relationships
Quelle	In: English Journal, 101 (2012) 4, S.94-96 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Stellungnahme; Teacher Education Programs; Mentors; Beginning Teachers; Beginning Teacher Induction; English Teachers; Cooperation; Teaching Methods + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	There is discouraging evidence that many beginning teachers quickly abandon the practices advocated and modeled in their teacher education programs at colleges and universities and regress to imitate the kind of instruction that they experienced themselves as students, or conform to the dominant model in schools where they feel great pressures to drill students for performance on mandated tests. Many beginning teachers leave their university programs with the idea that they will teach in a more progressive way than they were taught themselves, yet the determination too often yields to pressure to conform to a narrow model of instruction. In this article, the author offers insight into some practices that may help new teachers to sustain their commitment to a progressive approach, relying on less conventional mentor arrangements that can survive times of reduced investment in mentor programs. (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