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| Autor/inn/en | Garland, Colden; Shippy, Virginia |
|---|---|
| Titel | Analysis of Expectations for the Emerging Roles in Mentor-Intern Programs. |
| Quelle | (1990), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrators; Elementary Secondary Education; Evaluation Methods; Higher Education; Human Relations; Interpersonal Relationship; Mentors; Role Perception; Role Theory; Teacher Education Programs; Teacher Interns |
| Abstract | Role theory provides a framework for defining and analyzing roles, role expectations, and role consensus; it conceptualizes patterns of human conduct; and it is used to describe activities of participants in interpersonal relationships. Role conflict occurs when contradictory expectations are held for the occupant of a position. Role analysis in a particular setting identifies areas of ambiguity and potential conflict. This report introduces a process, grounded in role theory, by which role expectations for mentors and interns can be identified. A method for viewing the relationships among the positions of mentor, intern, and school administrator as an interaction system is graphically displayed. When expectations are examined, each role can be seen in terms of its relationship to other roles; an assessment based on the amount of consensus that exists on role definitions can then be achieved. An activity entitled "Identifying the Mentor Teacher's Expectations for Interns, Mentor and Administrator" and an analysis guide form for identifying those roles in orientation, planning, observing, conferencing, and evaluation are included. (LL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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