Student Teachers' Perceptions of Learning to Teach as a Basis for Supervision of the Mentoring Relationship PDF Download
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Author: Maureen Rajuan
Publisher:
ISBN: 9789038612447
Category :
Languages : en
Pages : 142
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Book Description
Author: Maureen Rajuan
Publisher:
ISBN: 9789038612447
Category :
Languages : en
Pages : 142
Get Book Here
Book Description
Author: Sarah Fletcher
Publisher: SAGE
ISBN: 0857027530
Category : Education
Languages : en
Pages : 569
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Book Description
This Handbook is a leading source of ideas and information on mentoring and coaching. It covers national and international research on schools, higher education, and disciplines within and beyond education. The editors draw together contributions and present evidence bases and alternative worldviews in which concepts are both untangled and substantiated. Unique in its coverage, it maps current knowledge and understanding, and values and skills underpinning educational mentoring and coaching for learning. Contributors set out practical applications of coaching and mentoring for practitioners and researchers and also address social justice issues, such as those involving traditional and technical forms of mentoring and coaching, democratic and accountability agendas, and institutional and historical patterns of learning.
Author: Melek Cakmak
Publisher: Routledge
ISBN: 1351209868
Category : Education
Languages : en
Pages : 195
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Book Description
Dimensions and Emerging Themes in Teaching Practicum establishes a forum to identify the characteristics of good practices of teaching practicum and debates key concepts and emerging themes in the field. The book takes a closer look at practicum from various dimensions and aims to obtain a deeper understanding of how it is perceived and whether the stakeholders in the practicum triad –university based teacher educators, pre-service teachers and school-based mentor teachers – share a common view in the same context. It provides opportunities for personal and professional growth for teacher candidates and an increased familiarity with international employment settings. With contributions throughout from the USA, UK, Germany, Australia, Finland, Norway and Turkey, the book begins with a critical review of teaching practicum studies and goes on to consider such important topics as: pre-service teachers’ views of developing professional practice, virtual tools for teacher training, internationalization and creativity in teacher education programs. The book clarifies these key issues from the lens of research and practice by taking a closer look at practicum from various angles including new trends and practices as a response to changing needs in teacher education. Dimensions and Emerging Themes in Teaching Practicum will be of great interest to researchers and students in the teacher education field and will also appeal to teacher educators, policy makers in education and pre-service teachers.
Author: Hagger, H.
Publisher: Routledge
ISBN: 1135883521
Category : Education
Languages : en
Pages : 241
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Book Description
A series of essays on mentoring issues in education, which includes discussion of the political and historical aspects of mentoring, the mentor-student relationship and the generic skills approach to mentoring.
Author: Woon Chia Liu
Publisher: Routledge
ISBN: 135117326X
Category : Education
Languages : en
Pages : 173
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Book Description
Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Author: John Furlong
Publisher: Routledge
ISBN: 1135096236
Category : Education
Languages : en
Pages : 226
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Book Description
In the UK and elsewhere, the training of teachers is increasingly seen as a matter of partnership between schools and institutions of higher education. There is thus an urgent need within the profession to define more carefully what the role of teachers acting as mentors should be. Clearly some aspects of professional knowledge can only be acquired from practical experience in school, and this book draws on extensive research on students' school-based learning to isolate and analyse those aspects. Like any form of teaching, mentoring, the authors suggest, must be built on a clear understanding of the learning processes it is intended to support. In this book, they report on their research into the nature of students' school-based learning and what this means for the role of the mentoring.
Author: Zachary Boyt
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
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Book Description
In this quantitative study, the researcher explored the relationships between new teacher mentoring and job satisfaction. Although many studies have been conducted on the link between new teacher mentoring and job satisfaction, there exists little research on whether or not there are specific mentoring activities that correlate more strongly with job satisfaction. In addition to filling that gap in the research, this study examined the extent to which job satisfaction is correlated with both mentoring activities and the mentoring relationship. Over 600 teachers across nine districts plus a regional center on Long Island were surveyed. The schools surveyed had varying percentages of economically disadvantaged students.Using both Seligman's (1972) theory of learned helplessness and Ingersoll and Strong's (2011) theory of teacher development as frameworks, this study developed an understanding of the frequency of specific activities in which mentors and mentees engage and if said activities correlate with job satisfaction. The results in this study indicated few significant differences in mentor-mentee activities across varying degrees of economically disadvantaged schools. Moreover, the study found that the following three activities had the strongest correlation with job satisfaction among early-career teachers: understanding the school's evaluation process, time management, and understanding of curriculum. Finally, it was determined that, in general, the strength of the mentor-mentee relationship is more strongly correlated with job satisfaction than any of the specific activities in which mentors and mentees engage. The results could help inform both mentors and trainers of mentors, and the recommendations that were made are intended to build confidence and optimism in new teachers, thus potentially leading to higher teacher retention, and, ultimately, improved student outcomes.
Author: Matthew DeJong
Publisher: Springer
ISBN: 9463003932
Category : Education
Languages : en
Pages : 195
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Book Description
The position of teacher demonstrates a broader role within schools, the education system and the community. It is in our educators’ capacity, resources, knowledge and networks that they can provide for, and meet the needs of, students better than any other societal program or group. While mentoring practices are usually limited to “at-risk” students, research suggests a more robust understanding of the needs of students, as well as teachers as practitioners. With a discussion focused on the relevant literature, insight from both practicing teachers who mentor their students and students who were mentored by their teachers, Continued Momentum: Teaching as Mentoring explores the dimensions of how teachers mentor their students. Appropriate for pre-service and experienced teachers, administrators and school support workers; this pivotal text reveals how teachers can engage students in the modern educational reality. Matthew DeJong is an author, filmmaker, travel writer, and award-winning educator. His research interests include mentoring and, most recently, how schools can become the epicentres of community mentoring in cross-cultural environments.
Author: Femke Gerretzen
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659306136
Category :
Languages : en
Pages : 76
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Book Description
Mentoring conversations are a common aspect of teacher education. This book assesses to what extent the mentor's approach and the student teacher's relationship with his mentor influence the perception of learning in these conversations. The focus is on the student teacher's perceived learning outcomes by measuring his perceived knowledge productivity. In a comparative case-based design 12 couples of student teachers and their mentors are compared. The results show that the mentor's approach in the mentoring conversation does not significantly influence the student teacher's perceived knowledge productivity and that student teachers who have a positive relationship with their mentor have higher perceived knowledge productivity. The findings of this book indicate that the relationship between student teacher and mentor influences the student teacher's perceived learning outcomes. The book is of interest to teacher educators and educational researchers.
Author: Virginia Richardson
Publisher: Routledge
ISBN: 1135715076
Category : Education
Languages : en
Pages : 204
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Book Description
First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
