Impact of Teachers' Recall on Their Effectiveness in Mentoring Novice Teachers: The Unexpected Prowess of the Transitional Stage in the Continuum from Novice to Expert.

Autor/inn/en	Allen, Ruth M.; Casbergue, Renee M.
Titel	Impact of Teachers' Recall on Their Effectiveness in Mentoring Novice Teachers: The Unexpected Prowess of the Transitional Stage in the Continuum from Novice to Expert.
Quelle	(2000), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teacher Induction; Beginning Teachers; Elementary Education; Elementary School Teachers; Higher Education; Mentors; Preservice Teacher Education; Recall (Psychology); Reflective Teaching; Student Behavior; Teacher Behavior; Teaching Experience + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Abberufung; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten
Abstract	This study examined the evolution of the accuracy/thoroughness of novice through expert teachers' recall of their own and their students' specific classroom behaviors, investigating the relationship of their recall to the frequency and levels of their reflection and using findings to determine the impact of their recall on their effectiveness in mentoring novices. Participants included three groups of elementary teachers: (1) four novices (student teachers just beginning actual teaching); (2) five transition group teachers (teachers with 1-6.5 years experience); and (3) three experts (teachers with 10-30 years experience). Teachers were observed teaching for one class period. In an interview following the observation, teachers recalled their own and their students' specific classroom behaviors. Each recall was compared to observations to determine the accuracy and thoroughness of the recall. Infrequent inaccuracies in recall were noted in novices through teachers with 1-3.5 years experience. The teacher with 6.5 years experience and the experts exhibited accurate recall. A continuum was observed from general recall that lacked thoroughness (novices) through very specific and thorough recall (transition group) to general and less thorough recall (experts). Teachers' elaborations suggested reflection at three levels of reflectivity, with teachers emphasizing different levels and exhibiting different consistencies of reflection. (Contains 32 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC