Dual Roles--Conflicting Purposes: A Comparative Study on Perceptions on Assessment in Mentoring Relations during Practicum

Autor/inn/en	Tillema, Harm H.; Smith, Kari; Leshem, Shosh
Titel	Dual Roles--Conflicting Purposes: A Comparative Study on Perceptions on Assessment in Mentoring Relations during Practicum
Quelle	In: European Journal of Teacher Education, 34 (2011) 2, S.139-159 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Student Teaching; Student Teachers; Practicums; Mentors; Student Attitudes; Program Effectiveness; Foreign Countries; Comparative Analysis; Teaching Methods; Teacher Attitudes; Qualitative Research; Questionnaires; Cross Cultural Studies; Israel; Netherlands; Norway + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Schülerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Qualitative Forschung; Fragebogen; Cultural comparison; Kulturvergleich; Niederlande; Norwegen
Abstract	Despite considerable attention given to mentoring in initial teacher education little is known about mutual perspectives in perceptions of students and mentors regarding assessment and how this affects the quality of the student's teaching. Perceptions of assessment during practicum might impede the learning dialogue during mentoring and affect the student's achievements. A comparative qualitative study was conducted in Norway, Israel and The Netherlands to examine how student teachers (74) and mentors (52) perceive good mentoring regarding assessment of practice teaching and the interplay between the two processes. A semi-structured questionnaire was used to analyse the perceptions on assessment during the practicum appraisal. Findings indicate that mentors and students differ slightly on key aspects of assessment, but agree more in the way it is being applied. From an assessment point of view, the differences between mentor and students may lead to a different approach in advice or recommendation to improve teaching action across the three national borders. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10