Intern Teachers' and Mentor Teachers' Perceptions Regarding Learning from Success during the Internship Year

Autor/inn/en	Schechter, Chen; Orly, Michael
Titel	Intern Teachers' and Mentor Teachers' Perceptions Regarding Learning from Success during the Internship Year
Quelle	In: Educational Practice and Theory, 36 (2014) 1, S.57-81 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-577X
Schlagwörter	Mentors; Internship Programs; Success; Semi Structured Interviews; Teacher Interns; Supervisor Supervisee Relationship; Interpersonal Communication; Experiential Learning; Performance Factors; Achievement Need; Integrated Activities; Personality Traits; Professional Identity; Self Esteem; Resource Allocation; Elementary Education; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Erfolg; Interpersonale Kommunikation; Experiental learning; Erfahrungsorientiertes Lernen; Leistungsindikator; Integrierender Unterricht; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Self-esteem; Selbstaufmerksamkeit; Ressourcenallokation; Elementarunterricht; Ausland
Abstract	The objective of this study is to explore the perceptions of intern teachers and mentor teachers regarding the determinants of learning from success during the internship year. The study was conducted using semi-structured interviews with 37 teachers: 17 mentor teachers and 20 interns. Data analysis brought up the following themes: communication between intern, mentor and professional team; integrating learning from problems and learning from successes; differences due to subject-matter division and to personality gaps; identifying and analyzing factors leading to success; habit of mind; lack of professional esteem; and non-sufficient allocation of time for learning from success. Understanding how intern teachers and mentor teachers perceive the determinants of learning from success during the internship year could indicate whether and how this collaborative learning process can be nurtured and sustained. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01