“Empowering” Instead of “Crushing an Idea”: One Student Teacher/Mentor Teacher Pair’s Story of Learning and Growing

Wexler, Lindsay Joseph

doi:10.1080/1547688x.2020.1727594

Cited by 3 publications

(2 citation statements)

References 24 publications

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“…Continuous Story Technique is one of the strategies that is recommended. The Continuous Story Concept is a fascinating technique for learning English education (Dagher, 2005;Barkhuizen, 2016;Wexler, 2020). Students in a group are urged to continue the story presented by the previous speaker using their own ingenuity and imagination in this technique.…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Speaking Skills Through Continuous Story Technique With Pictures

Amiruddin,

Satriani,

Razaq

et al. 2022

IJRER

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Using the continuous tale technique in the classroom, this research describes the students' speaking abilities. Its goal is to obtain answers to the following study question: "Does the use of continuous story approach increases the students' speaking skills in the sixth semester of English education at IAI As'adiyah Sengkang?" The author used the pre-experimental approach in this study, which included a pretest, posttest, and therapy. A purposive sampling strategy was used to choose the sample of 13 pupils. The speaking test, which measures accuracy, fluency, and comprehensibility, was used in this study. SPSS was used to collect and analyze the data from the pretest and posttest. The mean score of the pre-tests was 41.50, while the post-test was 72.00, according to the data analysis. It means that the mean scores between them have improved. The standard deviation was 11.649 in the pretest and 8.195 in the posttest. Furthermore, the posttest's t-test value was 0.00, which was less than 0.05. As a result, the continuous tale strategy was found to improve speaking.

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Section: Introductionmentioning

confidence: 99%

Improving Students’ Speaking Skills Through Continuous Story Technique With Pictures

Amiruddin,

Satriani,

Razaq

et al. 2022

IJRER

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“…Mentors are responsible for the students' smooth introduction into the school mechanism and the channel, through which they become familiar with the rules and the acceptable forms of action within the school institution (Rajuan, Beijaard, & Verloop, 2007). As evaluators, they always exercise power over the students, although differences are recorded in its degree of visibility (Koustourakis, 2018;McNay, 2004;Wexler, 2020). However, although mentors can exercise power on students-future teachers (SFT), the latter remain active partners in the developing power relation and hence, can determine their course of action.…”

Section: Introductionmentioning

confidence: 99%

The Web of Power Relations and the School Regulative Discourse During Prospective Teachers’ Teaching Practices

Asimaki

Selechopoulou

Koustourakis

2021

EJES

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The purpose of this paper, which utilises Foucault’s theoretical framework, is to study the effect the existent web of power relations and the school regulative discourse have on the formation of the students as teacher-subjects, during their teaching practice organised by a Department of Primary Education in Greece. The data were collected using two research tools: the interview and observation. The research findings showed that power relations are formed between the mentors and the students. Moreover, the mentors’ action unfolds on three levels. They simultaneously act as supervisors and evaluators, as lead-teachers in the classroom and as role-models for the students. It is through their action that the students become familiarized the school regulative discourse. The majority of the students conform to the norms of the school regulative discourse and obey the controls exercised by the mentors, during their practicum. Article visualizations:<img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" />

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Teacher Induction That Works

Bell

Wilcoxen

Steiner

2021

Advances in Educational Marketing, Administration, and Leadership

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For over 25 years, the CADRE Project has developed both new (or beginning) and veteran teachers. This induction program's success is linked to the collaboration between one university and multiple local school districts. Nearly 100% of CADRE participants have remained in education, and over half of them have moved into leadership roles. During summer 2018, the researchers distributed 675 online surveys to past participants. Responses yielded a 65% response rate. Analysis produced the following three themes: empowerment, retention, and leadership. The researchers propose a conceptual framework showing the interaction among the three themes and connect the themes to collective efficacy. The researchers close by outlining future directions for research and recommendations for other induction programs.

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“Empowering” Instead of “Crushing an Idea”: One Student Teacher/Mentor Teacher Pair’s Story of Learning and Growing

Cited by 3 publications

References 24 publications

Improving Students’ Speaking Skills Through Continuous Story Technique With Pictures

Improving Students’ Speaking Skills Through Continuous Story Technique With Pictures

The Web of Power Relations and the School Regulative Discourse During Prospective Teachers’ Teaching Practices

Teacher Induction That Works

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