Literaturnachweis - Detailanzeige
Autor/inn/en | Quinones, Gloria; Rivalland, Corine; Monk, Hilary |
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Titel | Mentoring Positioning: Perspectives of Early Childhood Mentor Teachers |
Quelle | In: Asia-Pacific Journal of Teacher Education, 48 (2020) 4, S.338-354 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Quinones, Gloria) ORCID (Monk, Hilary) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1359-866X |
DOI | 10.1080/1359866X.2019.1644610 |
Schlagwörter | Early Childhood Education; Mentors; Early Childhood Teachers; Preservice Teachers; Power Structure; Teacher Attitudes; Interpersonal Relationship; Empathy; Cooperation; Foreign Students; Foreign Countries; Masters Programs; Teacher Student Relationship; Australia Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Empathie; Co-operation; Kooperation; Ausland; Magister course; Magisterstudiengang; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien |
Abstract | Research on early childhood mentoring has recognised the importance of collegial, productive and high-quality relationships between early childhood mentors and mentees. This research study adopts a cultural-historical approach to understand the different positions taken by mentors when relating with international pre-service teachers (PSTs). The concept of position relates to the place of mentors and mentees in a system of social relationships across different social spaces. Ten mentor teachers were purposefully selected because of their openness to mentoring international PSTs. They participated in two focus group sessions held during a collaborative dialogue event at the university. Data were analysed using a cultural-historical "positioning" framework, which highlighted the complex set of relationships experienced by the mentors and mentees. These relationships were conceptualised as "empathetic," "supportive of initiatives" and "collaborative mentoring" positioning. The implications of this research indicate the value of collaborative mentoring approaches in which mentors are empathetic to newly-arrived international PSTs. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |