Democratic Teachers Mentoring Novice Teachers: Enacting Democratic Practices and Pedagogy in Teacher Education

Autor/in	Payne, Katherina A.
Titel	Democratic Teachers Mentoring Novice Teachers: Enacting Democratic Practices and Pedagogy in Teacher Education
Quelle	In: Action in Teacher Education, 40 (2018) 2, S.133-150 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1424052
Schlagwörter	Mentors; Beginning Teachers; Preservice Teachers; Preservice Teacher Education; Democracy; Democratic Values; Qualitative Research; Semi Structured Interviews; Teaching Methods; Teacher Educators; Elementary Education; Cooperating Teachers; Student Teachers; Student Teaching; Observation + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Demokratie; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerbildung; Elementarunterricht; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Beobachtung
Abstract	Much like preservice teachers, who cite cooperating teachers as influential to the learning-to-teach process, this study and its findings center the work of cooperating teachers as essential to teacher education for democratic education. The mentoring practices of cooperating teachers often reflect their teaching practices with students in their classroom; as such, this study examines the mentoring practices of five democratic teachers who worked with six preservice teachers in a one-semester clinical experience. Democratic mentoring affords preservice teachers opportunities to observe democratic teaching practices, to attempt enacting democratic practices within a classroom context ready for progressive practices and curricula, and importantly, to experience democratic education in their own learning-to-teach process. Further, recognition of the democratic mentoring practices of cooperating teachers, as teacher educators, democratizes teacher education by attending to multiple spaces of knowledge about teaching and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01