An alternative conception of mentor–novice relationships: Learning to teach in reform-minded ways as a context

Wang, Jian; Odell, Sandra J.

doi:10.1016/j.tate.2006.12.010

Cited by 99 publications

(89 citation statements)

References 44 publications

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“…There is a prevalent belief that mentor teachers are supposed to serve as role models for preservice teachers and that preservice teachers should emulate mentor teachers' teaching practices (Wang & Odell, 2007). Ronfeld and Grossman (2008) noted that it is difficult for preservice teachers to reconcile their emerging identity when the mentor teacher does not share the same goals about what it means to become a mathematics teacher.…”

Section: Discussionmentioning

confidence: 99%

“…Another line of research conceptualizes the student teaching experience as an influential factor due to mentor teachers (Hawkey, 1998;Wang & Odell, 2007). Hawkey (1998) reports that regardless of mentoring style, the mentor's perspective of learning to teach was an influential factor in preservice teachers' initial teaching practice.…”

Section: Contributing Factors To Identity Developmentmentioning

confidence: 99%

“…Hawkey (1998) reports that regardless of mentoring style, the mentor's perspective of learning to teach was an influential factor in preservice teachers' initial teaching practice. Wang and Odell (2007) state that preservice teachers tend to emulate mentor teachers' teaching practice. However, these studies do not address how the mentor relationship influences preservice teacher's mathematics http://journal.julypress.com/index.php/jed Vol.…”

Section: Contributing Factors To Identity Developmentmentioning

confidence: 99%

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Contextualizing the Identity Development of Preservice Elementary Mathematics Teachers in Methods Courses and Mentor Teacher Support

Kang¹,

Battey²

2017

JED

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Drawing on a situative perspective, this study explores how preservice elementary teachers develop themselves as teachers of mathematics and critical experiences in their identity development, in particular, from teacher education coursework through their student teaching experiences. Through two cases, this study reveals that mentor relationships were critical in shaping preservice teachers' identities as mathematics teachers and in building their initial mathematics teaching practices. Findings suggest that successful mentoring is necessary, and this generally requires sharing common goals, receiving feedback, and having opportunities to practice knowledge, skills, and identities on the part of beginning teachers. This study adds to the field of teacher education research by focusing on prospective teachers' identity constructions in relation to their communities of practice, and also by emphasizing the role of mentors in preservice teachers' identity development.

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Section: Discussionmentioning

confidence: 99%

Section: Contributing Factors To Identity Developmentmentioning

confidence: 99%

Section: Contributing Factors To Identity Developmentmentioning

confidence: 99%

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Contextualizing the Identity Development of Preservice Elementary Mathematics Teachers in Methods Courses and Mentor Teacher Support

Kang¹,

Battey²

2017

JED

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“…Καθώς τα νέα μέλη της κοινότητας πρακτικής αποκτούν γνώσεις και εμπειρίες οι οποίες είναι ζωτικές για την λειτουργία της κοινότητας, τα παλαιότερα και πιο έμπειρα μέλη επαναπροσδιορίζουν τις υποχρεώσεις τους ως μέντορες. Έτσι, σιγά-σιγά αποσύρονται και βοηθούν τα πιο νέα μέλη της κοινότητας να προχωρήσουν από την περιφέρεια της κοινότητας προς το κέντρο της (Wang, & Odell, 2007). Οι κοινότητες πρακτικής δεν είναι ακόμα διαδεδομένες στην εκπαίδευση των διδασκόντων, όμως σύγχρονες έρευνες έχουν δείξει ότι η επαγγελματική ανάπτυξη των εκπαιδευτικών ενισχύεται όταν τους δίδεται η δυνατότητα να συνεργαστούν σε ένα περιβάλλον κοινότητας όπου τα νέα μέλη καθοδηγούνται από τα παλαιότερα και πιο έμπειρα (Richards et al, 2007;Richards, 2010).…”

Section: εισαγωγήunclassified

Αξιοποίηση Διαδικασιών Καθοδήγησης, Κοινοτήτων Πρακτικής Και Κοινοτήτων Αναζήτησης Στην Εξ Αποστάσεως Εκπαίδευση. Μελέτη Περίπτωσης Μεταξύ Μελών ΣΕΠ Του ΕΑΠ

Μανούσου¹,

Γκιόσος²,

Μαυροειδής³

et al. 2016

ICODL

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Recently, in education, either face to face and/or in distance, the notion of mentoring as well as these of the communities of inquiry and the communities of practice have the attracted the research interest. These notion form the basis of this paper. In particular, the aim of this paper is through critical reflexivity to comment on the process followed by a group of tutors of the Hellenic Open University so as to define its identity and its relation to the notions of mentoring, communities of inquiry and the communities of practice. In order to do so, the process is presented and then it is critically discussed in the frame of the aforementioned notions. It is suggested that practical and land-planning reasons at the very beginning, led to the formation of the group of the tutors informally. Yet this informal group formation bared characteristics of the communities of inquiry and the communities of practice, including elements of mentoring as well. At the same time, it seems that it is also important the practical results of the group to be used as feedback for its improvement as well as for their probable institutionalisation too. Κeywords: distance learning, tutor, mentoring, communities of practice, communities of inquiry ΠερίληψηΤα τελευταία χρόνια στο χώρο της εκπαίδευσης, είτε συμβατικής μορφής (πρόσωπο με πρόσωπο) είτε της από απόσταση, τόσο η έννοια της καθοδήγησης (mentoring) όσο και αυτή των κοινοτήτων αναζήτησης (communities of inquiry) αλλά και των κοινοτήτων πρακτικής (communities of practice) έχουν τραβήξει το ερευνητικό ενδιαφέρον των μελετητών. Οι έννοιες αυτές αποτελούν και το επίκεντρο της παρούσας εργασίας. Σκοπός λοιπόν της εργασίας αυτής είναι ο κριτικός αναστοχασμός της διαδικασίας συνεργασίας μίας ομάδας διδασκόντων στο πλαίσιο ενός μεταπτυχιακού προγράμματος στο Ελληνικό Ανοικτό Πανεπιστήμιο ώστε να http://epublishing.ekt.gr | e-Publisher: EKT | Downloaded at 11/05/2018 06:43:55 |

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“…Vå re studier viser at veilederrollen er krevende og fordrer at veiledere må veksle mellom ulike tilnaerminger og perspektiver for å kunne ivareta kompleksiteten i den barnehage-og skolehverdagen de nyutdannede møter. Veiledernes kompetanse i veiledning blir da vesentlig for at de skal kunne støtte de nyutdannedes utvikling mot en selvstendig og profesjonell laererrolle (Bjerkholt, 2013a;Ingersoll & Strong, 2011;Totterdell & Arrowsmith, 2007;Wang & Odell, 2007).…”

Section: Perspektiver På Forholdet Mellom Nyutdannede Og Veilederneunclassified

Hvordan kan veiledningssamtaler åpne for kritisk tenkning?

Bjerkholt¹,

Ødegård²,

Søndenå³

et al. 2014

Uniped

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SammendragKunnskap om tilrettelegging for kritisk tenkning er vesentlig i barnehage og skoler, i laererutdanning og i veilederutdanning. Artikkelen presenterer og døfter eksempler på hvordan veiledningssamtaler mellom nyutdannede og deres veiledere å pner for kritisk tenkning ved å vise til data fra to doktorgradsavhandlinger (Bjerkholt, 2013a;Ødegå rd, 2011). Denne å pningen kommer til uttrykk ved at deltakerne tydeliggjør og gransker beslutningsgrunnlaget for pedagogiske valg. Analysene viser at spor av kritisk tenkning er tydeligere i noen samtaler enn i andre. Sporene varierer i form og omfang, og de arter seg forskjellig. Forhold som barnehage-og skolekontekst, veiledningskontekst og relasjoner mellom de nyutdannede og veilederne samt veiledernes kompetanse har betydning for hvordan og i hvilken grad veiledningssamtaler å pner for kritisk tenkning.Nøkkelord: Kontekstualisering, relasjoner, antakelser, begrunnelser, perspektiver, autonom, funksjonaer, demokrati Abstract Knowledge of how to facilitate critical thinking is essential in kindergartens and schools, in teacher education and in the education of mentors. This article presents and debates examples of how mentoring sessions between the new teachers and their mentors create room for critical thinking, by referring to data from two doctoral dissertations. The analyses of the mentoring sessions show how the sessions, to a certain extent, provide room for critical thinking. This opening for critical thinking is reflected in the way the participants clarify and examine the basis for pedagogical choices. The analyses also show that traces of critical thinking are more apparent in some sessions than in others. These traces vary in form and magnitude, and they appear in different ways. Various factors have important influence on how and to what degree the mentoring sessions open up for critical thinking; for example, the conditions in kindergartens-and school contexts, mentoring context, and relations between the new teachers and their mentors, as well as the mentors' abilities and competences.

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An alternative conception of mentor–novice relationships: Learning to teach in reform-minded ways as a context

Cited by 99 publications

References 44 publications

Contextualizing the Identity Development of Preservice Elementary Mathematics Teachers in Methods Courses and Mentor Teacher Support

Contextualizing the Identity Development of Preservice Elementary Mathematics Teachers in Methods Courses and Mentor Teacher Support

Αξιοποίηση Διαδικασιών Καθοδήγησης, Κοινοτήτων Πρακτικής Και Κοινοτήτων Αναζήτησης Στην Εξ Αποστάσεως Εκπαίδευση. Μελέτη Περίπτωσης Μεταξύ Μελών ΣΕΠ Του ΕΑΠ

Hvordan kan veiledningssamtaler åpne for kritisk tenkning?

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