Analyzing Mentor Narratives of Reflective Practice: A Case for Supporting Adult Learning in Hungarian Initial Teacher Education

Autor/inn/en	Dorner, Helga; Káplár-Kodácsy, Kinga
Titel	Analyzing Mentor Narratives of Reflective Practice: A Case for Supporting Adult Learning in Hungarian Initial Teacher Education
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 28 (2020) 3, S.318-339 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2020.1783500
Schlagwörter	Mentors; Reflective Teaching; Preservice Teachers; Foreign Countries; Teacher Attitudes; Beginning Teachers; Cooperating Teachers; Elementary School Teachers; Secondary School Teachers; Role Perception; Experienced Teachers; Beginning Teacher Induction; Adult Learning; Practicums; Hungary + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Junior teacher; Junglehrer; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Role conception; Rollenverständnis; Adulte education; Adult training; Erwachsenenbildung; Practicum; Praktikum; Praktika; Ungarn
Abstract	In this paper, we outline findings from a research project on mentor teachers' conceptualizations and strategies of mentoring novice teachers for reflective practice. The study was conducted with the aim to explore the qualitatively different ways in which mentor teachers conceive of mentoring for reflective practice and also how they translate this into actual mentoring strategies. We interviewed 10 senior mentor teachers who are certified mentors at Hungarian primary and secondary schools. The transcripts were analyzed using a phenomenographic approach. Mentor teachers were found to oscillate between fragmented and cohesive conceptions of "mentoring for teaching" with varying levels of integrating the notion of reflective practice and addressing mentees as adult learners. Based on the results a structure of conceptualizations and strategies was created. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01