Literaturnachweis - Detailanzeige
| Autor/inn/en | Cutrer-Párraga, Elizabeth A.; Hall-Kenyon, Kendra M.; Miller, Erica Ellsworth; Christensen, Morgan; Collins, Jessi; Reed, Emily; Beer, Tyler |
|---|---|
| Titel | Mentor Teachers Modeling: Affordance or Constraint for Special Education Pre-Service Teachers in the Practicum Setting? |
| Quelle | In: Teacher Development, 26 (2022) 4, S.587-605 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Cutrer-Párraga, Elizabeth A.) ORCID (Hall-Kenyon, Kendra M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1366-4530 |
| DOI | 10.1080/13664530.2022.2105939 |
| Schlagwörter | Mentors; Modeling (Psychology); Affordances; Barriers; Special Education Teachers; Preservice Teachers; Practicums; Cooperating Teachers; Elementary School Teachers; Faculty Development; Educational Practices |
| Abstract | Special education (SPED) teacher preparation programs are intended to help preservice teachers (PSTs) learn and adopt effective teaching practices to serve students with special needs. To help SPED-PSTs learn needed skills, SPED mentor teachers (MTs) must employ high-leverage practices (HLPs) such as performance feedback, conferencing, and modeling. Although most teacher preparation programs utilize modeling in preparing PSTs, little is known about how SPED-MTs use this mentoring tool. An interpretative phenomenological analysis was conducted to explore how SPED-MTs engaged PSTs in modeling practices during a practicum experience. Data from semi-structured interviews were analyzed to describe SPED-PST and SPED-MT attitudes, experiences, and use of modeling over the course of a special education practicum, focusing on MTs' modeling strategies and PSTs' subsequent behaviors. The relative impacts of simple and cognitive modeling on the PST-MT relationship were compared. SPED-MTs' modeling foci were compared to recommended HLPs. This preliminary study provides recommendations for SPED-MTs' use of modeling with SPED-PSTs. (As Provided). |
| Anmerkungen | Routledge. 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 |
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