The Professional Practice of Mentoring

Autor/in	Schwille, Sharon A.
Titel	The Professional Practice of Mentoring
Quelle	In: American Journal of Education, 115 (2008) 1, S.139-167 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/590678
Schlagwörter	Socialization; Mentors; Teacher Effectiveness; Beginning Teachers; Preservice Teachers; Beginning Teacher Induction; Faculty Development; Teacher Role; Teacher Collaboration; Foreign Countries; Collegiality; Helping Relationship; Observation; Interviews; Video Technology; Preservice Teacher Education; China; United Kingdom (England) + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Junior teacher; Junglehrer; Lehrerrolle; Lehrerkooperation; Ausland; Kollegialität; Helfende Beziehung; Beobachtung; Interviewing; Interviewtechnik; Lehramtsstudiengang; Lehrerausbildung
Abstract	Mentoring of novice teachers has become a prevalent component of programs that help beginning teachers. A conceptualization of mentoring practice that rests on a shared vision of good mentoring, however, needs to be developed so that novice teachers receive more than emotional support or professional socialization. Knowing how to be a good mentor is not necessarily inherent in being a good teacher. How should good mentoring be conceptualized, and what images help shape that conceptualization? This article draws on data from a cross-national study of preservice and beginning teachers and their mentors to examine these questions. It concludes that, much like teaching, mentoring that is aimed at helping novices learn to teach is a professional practice with a repertoire of skill sets that must be learned over time. (Contains 1 table and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10