Technology Mentoring: A Cooperating Teacher and Student Teacher Case Study

Autor/inn/en	Grove, Karen; Odell, Sandra; Strudler, Neil
Titel	Technology Mentoring: A Cooperating Teacher and Student Teacher Case Study
Quelle	In: Action in Teacher Education, 28 (2006) 1, S.85-93 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Teaching Methods; Teaching Experience; Student Teaching; Mentors; Cooperating Teachers; Student Teachers; Educational Technology; Technology Integration; Computer Uses in Education; Case Studies; Tutoring; Expectation; Questioning Techniques; Positive Reinforcement; Teacher Collaboration + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching practice; Unterrichtspraxis; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Unterrichtsmedien; Computernutzung; Case study; Fallstudie; Case Study; Förderkonzept; Nachhilfeunterricht; Expectancy; Erwartung; Befragungstechnik; Fragetechnik; Lehrerkooperation
Abstract	This study investigated the practice of a cooperating teacher preparing a student teacher to integrate technology into teaching and learning activities. Descriptive statistics and qualitative methods were used for data collection. Data were gathered from multiple venues during a semester-long student teaching experience. Sources included electronic transcripts from online discussion forums, transcripts of workshop discussions, transcripts of semistructured interviews with the cooperating teacher and student teacher, field notes, scores from a self-evaluation rubric assessing technology skills, and data from a final questionnaire. This case study provides descriptions of technology-mentoring practice from the perspective of both the cooperating teacher and the student teacher. Mentoring strategies included one-on-one tutoring, modeling, connecting technology use to the curriculum, establishing expectations, using questioning strategies, providing positive support, reciprocal mentoring, and posing challenges for the student teacher. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10