Explicating Practical Knowledge: an extension of mentor teachers’ roles

Zanting, Anneke; Verloop, Nico; Vermunt, Jan D.; Driel, Jan van

doi:10.1080/0261976980210104

Cited by 63 publications

(39 citation statements)

References 34 publications

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“…Furthermore, pre-service teachers usually maintain that teaching practice is the most important element of teacher training preparation because it provides them with opportunities for actual teaching in 'real' learning situations (see, for example, Franke & Dahlgren, 1996;Zanting et al, 1998). To facilitate learning during these field experiences, student teachers are supervised by mentor teachers.…”

Section: Teacher Educationmentioning

confidence: 99%

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Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment

Rots

Aelterman

2008

European Educational Research Journal

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Although several studies have confirmed the importance of teaching commitment for beginning teachers' retention in the profession, research on the factors that enhance the teaching commitment of teacher education graduates is scarce. The purpose of the current study is thus to identify the predicting factors that distinguish teacher education graduates with a low level from those with a high level of teaching commitment. Four categories of predicting variables were distinguished: (1) personal characteristics (sex, personality); (2) initial motivation for teaching; (3) teacher education (type of teacher training, graduation degree, preparedness for teaching, faculty support and mentor support); and (4) integration into teaching (teacher efficacy and professional orientation). The results suggest that graduates with a low level of teaching commitment can be reliably distinguished from graduates with a high level of commitment by the personality factor 'conscientiousness', the type of teacher training, their initial motivation for teaching, their views of their teacher education (in terms of preparation for teaching, faculty support and mentor support) and their teacher efficacy. As such, the findings of this study have important implications for teacher education since the results confirm the importance of teacher education for the teaching commitment of graduates.

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Section: Teacher Educationmentioning

confidence: 99%

“…To facilitate learning during these field experiences, student teachers are supervised by mentor teachers. Based on Zanting et al (1998), mentoring in this article refers to the mentor teacher's activities and attitudes aimed at assisting student teachers to learn how to teach.…”

Section: Teacher Educationmentioning

confidence: 99%

Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment

Rots

Aelterman

2008

European Educational Research Journal

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“…Students generally are averse to getting little clear and constructive feedback. However, mentors often have difficulty in giving support and feedback and making judgements, prefer not to be too personal or confrontational, and have trouble devising stimulating challenges (Williams, 1993;Kerry & Farrow, 1996;McIntyre & Hagger, 1996;Hawkey, 1997;Zanting et al, 1998).…”

Section: Mentoring and Supervisionmentioning

confidence: 99%

From student to teacher: reducing practice shock and early dropout in the teaching profession

Stokking¹,

Leenders²,

Jong³

et al. 2003

European Journal of Teacher Education

172

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“…Nonetheless, it should be noted that the ability to verbally express one's personal repertoire of professional knowledge and make it accessible to others is not a simple or effortless activity for teacher educators. The ability to expose and express personal knowledge is a complex and unnatural action for teacher educators at universities and at other institutions that train teachers (Zanting, Verloop, Vermunt, & van Driel, 1998). According to , teacher educators are responsible for establishing student teachers' basic knowledge and for equipping them with the tools necessary for their independent professional development in the future by imparting the theoretical foundations.…”

Section: The Faculty Member's Role As Teachermentioning

confidence: 99%