Conceptualizing the Roles of Mentor Teachers during Student Teaching

Autor/inn/en	Butler, Brandon M.; Cuenca, Alexander
Titel	Conceptualizing the Roles of Mentor Teachers during Student Teaching
Quelle	In: Action in Teacher Education, 34 (2012) 4, S.296-308 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2012.717012
Schlagwörter	Transformative Learning; Student Teaching; Mentors; Student Teachers; Teacher Role; Field Experience Programs; Interaction; Coaching (Performance); Social Support Groups; Socialization; Cooperating Teachers + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerrolle; Praxisnahes Lernen; Interaktion; Social support; Soziale Unterstützung; Socialisation; Sozialisation; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende
Abstract	The field-based mentoring of student teachers is often an idiosyncratic and nuanced practice in which mentors' conceptualizations of their interactions with student teachers are generated through personal experiences with teacher education. If teacher educators and programs are to strengthen the tie between campus and field-based teacher education, in effect bridging the perceived disconnect of campus-based learning and the "realities" of the classroom, acknowledging these divergent perspectives is a first step in providing transformative learning experiences for student teachers. To that end, in this article the authors use recent empirical research into the school-based mentoring of student teachers to describe three conceptions of mentor teacher roles and responsibilities. Centered in the notion that mentoring is often a socially constructed practice, these roles include a consideration of the mentor teacher as (1) instructional coach, (2) emotional support system, and (3) socializing agent. Through a discussion of these conceptions, the hope is to further the conversation about ways to provide a common language between university and field-based teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10