Learning to teach. Teacher candidates reflect on the relational, conceptual, and contextual influences of responsive mentorship.

Autor/in	Cherian, Finney
Titel	Learning to teach. Teacher candidates reflect on the relational, conceptual, and contextual influences of responsive mentorship.
Quelle	In: Canadian journal of education, 30 (2007) 1, S. 25-46Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0380-2361; 1918-5979
Schlagwörter	Beobachtung; Interview; Methode; Lehramtsstudent; Lehrerausbildung; Lehrplan; Referendariat; Konzeption; Mentor; Kanada
Abstract	Using interviews, focus groups, and observations, I examined teacher candidates' experiences with their mentoring teachers over two student teaching periods. Using Feiman-Nemser and Rosaen's (1997) mentorship model of guiding teacher learning, I investigated the relational, conceptual, and contextual aspects of the student teaching experience. Results suggest that opportunities to question teaching practices as well as coplanning and co-teaching with associates supported the development of self-reflection and educational philosophies. Data suggest that mentor beliefs and pressures to maintain board and provincial standardized curriculum reforms prevented teacher candidates from exploring social justice, constructivist, and inquiry-oriented pedagogies. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2