Literaturnachweis - Detailanzeige
| Autor/in | Ralph, Edwin G. |
|---|---|
| Titel | Aligning Mentorship Style with Beginning Teachers' Development: Contextual Supervision. |
| Quelle | In: Alberta Journal of Educational Research, 46 (2000) 4, S.311-26Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0002-4805 |
| Schlagwörter | Context Effect; Cooperating Teachers; Foreign Countries; Higher Education; Mentors; Practicums; Preservice Teacher Education; Professional Development; Questioning Techniques; Student Teacher Supervisors; Student Teachers; Supervisory Methods Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Befragungstechnik; Fragetechnik; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin |
| Abstract | A study of 70 pairs of supervisory teachers and teacher interns at the University of Saskatchewan examined contextual supervision in the mentorship of student teachers' oral questioning skills. Findings indicate that supervisory skills improved, especially when supervisors adjusted their leadership styles to match protege development levels, and that teacher interns improved their oral questioning skills. (Contains 42 references.) (TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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