Mentoring Triad: An Alternative Mentoring Model for Preservice Teacher Education?

Autor/inn/en	Ambrosetti, Angelina; Dekkers, John; Knight, Bruce Allen
Titel	Mentoring Triad: An Alternative Mentoring Model for Preservice Teacher Education?
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 25 (2017) 1, S.42-60 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ambrosetti, Angelina) ORCID (Knight, Bruce Allen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2017.1308093
Schlagwörter	Mentors; Models; Preservice Teacher Education; Preservice Teachers; Foreign Countries; Peer Teaching; Cooperating Teachers; Holistic Approach; Data Analysis; Outcomes of Education; Instructional Effectiveness; Qualitative Research; Undergraduate Students; Interviews; Australia + Suchen Sie Ihr Suchwort? Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Ausland; Peer group teaching; Peer Group Teaching; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Holistischer Ansatz; Auswertung; Lernleistung; Schulerfolg; Unterrichtserfolg; Qualitative Forschung; Interviewing; Interviewtechnik; Australien
Abstract	Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a less than successful placement when a dyad model is used. This research explored an alternative mentoring model that placed two preservice teachers with a classroom teacher and investigated the mentoring that transpired. The research examined the interactions that occurred between the triad members, in particular those that took place between the two preservice teachers as peers. A theoretical framework that focused on a holistic mentoring model was utilized to frame the research and analyze the data. It was found that the use of a mentoring triad extended the scope of mentor support that can be provided to preservice teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01