Literaturnachweis - Detailanzeige
Autor/in | Cherian, Finney |
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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 |
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 |