Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers' Perspectives on Effective Teaching

Autor/inn/en	Goodwin, A. Lin; Roegman, Rachel; Reagan, Emilie M.
Titel	Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers' Perspectives on Effective Teaching
Quelle	In: Urban Education, 51 (2016) 10, S.1198-1225 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915618720
Schlagwörter	Mentors; Urban Schools; Teacher Education Programs; Cooperating Teachers; Teacher Characteristics; Teacher Effectiveness; Qualitative Research; Experiential Learning; Graduate Study; Self Evaluation (Individuals); Focus Groups; Teacher Role; New York (New York) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Qualitative Forschung; Experiental learning; Erfahrungsorientiertes Lernen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehrerrolle
Abstract	This article presents a study of mentor teachers who work with residents in an urban teacher residency program in New York City. Forty-six mentor teachers (i.e., cooperating teachers) were asked to describe moments of effective mentoring, as well as their own strengths, weaknesses, and goals as mentors. Implicit in mentor teachers' descriptions of effective mentoring were their perspectives on effective teaching. These perspectives offer much insight into the challenges of clinically rich teacher preparation for a particular urban context, raising several dilemmas that should be considered amid the calls for teacher preparation that is deeply rooted in field practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01