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Autor/inn/enMarshall, David T.; Varier, Divya; Hope, Samantha T.; Abrams, Lisa M.
TitelThe Role of Mentor-Resident Match in a Teacher Residency Program: A Comparison of Three Cases
QuelleIn: Journal of Research in Education, 29 (2020) 2, S.88-117 (30 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1083-6470
SchlagwörterPreservice Teachers; Mentors; Experiential Learning; Interpersonal Relationship; Secondary School Teachers; Urban Schools; Teacher Education Programs; Program Effectiveness; Reflective Teaching; Teacher Competencies; Cooperation; Coaching (Performance)
AbstractTeacher residency programs have emerged in recent years as an alternative to traditional teacher preparation. These programs place pre-service teachers, known as residents, in the classroom of a trained mentor who guides their development over the course of a school year. This resident-mentor match is a major component of the residency experience and understanding how this match influences teacher development is an important line of research. The purpose of this work was to understand how the mentor-resident match influences teacher development in a teacher residency program. We explore this topic through the triangulation of multiple data sources from a longitudinal evaluation study examining the development of secondary residents in one urban teacher residency program. Consistent with findings from previous research, we found through the examination of three resident-mentor matches that the relationship between the resident and mentor plays a critical role in the resident's development throughout the residency year and beyond. The quality of the relationship influences the resident's ability to engage in reflective practice and move from novice to expert in various domains of the teaching profession. (As Provided).
AnmerkungenEastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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