The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers

Autor/inn/en	Achinstein, Betty; Davis, Emily
Titel	The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 22 (2014) 2, S.104-126 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2014.902560
Schlagwörter	Beginning Teachers; Beginning Teacher Induction; Mentors; Pedagogical Content Knowledge; Knowledge Base for Teaching; Case Studies; Secondary School Teachers; Teacher Collaboration; Focus Groups; Questionnaires; Interviews; Program Effectiveness; Teacher Competencies; Evaluation Methods; Data Collection; Formative Evaluation; Teacher Attitudes; Vignettes; Teacher Role; California + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Case study; Fallstudie; Case Study; Lehrerkooperation; Fragebogen; Interviewing; Interviewtechnik; Lehrkunst; Data capture; Datensammlung; Lehrerverhalten; Lehrerrolle; Kalifornien
Abstract	While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content mentors identify as knowledge/practices needed for subject-specific mentoring? How is subject-specific mentoring enacted? What complexities arise? We found: (a) developing novices' content teaching is a distinct mentor role; (b) a knowledge/practice base, with mentor's pedagogical content knowledge and knowledge of content-specific assessment most frequently reported; and (c) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students' disciplinary thinking, and tensions between content-focused and socio-emotional mentor roles. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10