Improving Relationships between Mentor Teachers and Student Teachers: Engaging in a Pedagogy of Explicitness

Margolis, Jason

doi:10.1080/15476880601141540

Cited by 22 publications

(19 citation statements)

References 14 publications

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“…Under the traditional view of field experience which has been dominant for many years, these school-based teacher educators are expected mainly to provide a place for student teachers to practice teaching and they are usually not provided with the kind of preparation and support they would need (Valencia et al, in press) to implement a more active and educative conception of mentoring (Carroll, 2007;Margolis, 2007). As Gorodetsky, Barak, & Harari (2007) point out, even in the current wave of school-university partnerships in teacher education, colleges and universities continue to maintain hegemony over the construction and dissemination of knowledge, and schools remain in the position of "practice fields" (Barab & Duffy, 2000) where student teachers are to try out the practices provided by the university.…”

Section: Palavras-chavementioning

confidence: 99%

Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education

Zeichner

2009

Journal of Teacher Education

1,642

907

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In this paper, I discuss one of the central problems that has plagued college and university-based pre-service teacher education for many years, the disconnect between the campus and school-based components of programs. First, I will draw on my own experiences as a teacher educator and administrator over the last thirty plus years at the University of Wisconsin-Madison and the literature to lay out various dimensions of this issue. Then, utililizing the concept of hybridity and "third space," I will discuss a variety of current work in programs across the U.S. that offers much promise in deepening the quality of teacher learning in college and university-based teacher education programs and the ability of teacher education graduates to enact desired teaching practices in complex school settings. This work in creating hybrid spaces in teacher education where academic and practitioner knowledge and knowledge that exists in communities come together in new less hierarchical ways in the service of teacher learning represents a paradigm shift in the epistemology of teacher education programs. I argue that this shift toward more democratic and inclusive ways of working with schools and communities is necessary for colleges and universities to fulfill their mission in the education of teachers.Keywords: Education of teachers; Campus and school-based; Programs across. Repensando as conexões entre a formação na universidade e as experiências de campo na formação de professores em faculdades e universidades ResumoNeste artigo, discuto um dos problemas centrais que tem afligido, já há alguns anos, os cursos de formação inicial de professores nas faculdades e nas universidades, a desconexão entre os componentes curriculares acadêmicos e a parcela da formação docente que acontece nas escolas. Primeiro, extrairei de minha experiência como formador de professores e administrador durante mais de trinta anos na Universidade de Wisconsin -Madison e da literatura, elementos para discorrer sobre as várias dimensões dessa questão. Assim, usando o conceito de hibridismo e "terceiro espaço", discutirei vários trabalhos, em andamento em programas formativos nos Estados Unidos, promissores quanto à qualifi-* Boeing Professor of Teacher Education -University of Washington-Seattle.

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Section: Palavras-chavementioning

confidence: 99%

Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education

Zeichner

2009

Journal of Teacher Education

1,642

907

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“…Undoubtedly, a sound mentor-mentee relationship would help to facilitate successful teaching experiences; hence it is important to discover ways mentors and mentees can contribute to the relationship development (Margolis, 2007). A sound mentoring relationship, where mentors employ personal attributes, can also assist the mentee to reflect on practices towards achieving student outcomes (Sempowicz & Hudson, 2012); yet the process begins with forming the mentor-mentee relationship.…”

mentioning

confidence: 99%

Developing and Sustaining Successful Mentoring Relationships

Hudson

2013

J. relat. res.

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As mentor teachers hold the balance of power in the relationship, how do they build and sustain positive mentor-mentee relationships? This study involved 11 pairs of mentors and mentees (n = 22) with audiorecorded interviews to explore their relationships, mentors' support and mentors' expectations for mentees' involvement in the school. Findings suggested ways to build and sustain mentoring relationships (e.g., professionalism, respect, and support). Indeed, support in providing information for planning, access to resources, two-way dialoguing with feedback and reflections, and establishing safe, risk-taking environments to trial and evaluate newly learnt teaching practices were considered as ways to build and sustain relationships.

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“…The study demonstrated that mentors play a significant role in developing preservice teachers' pedagogical knowledge (see also Jonson 2002;Margolis 2007). The mentees in this programme indicated that they had gained higher levels of pedagogical knowledge with their mentors' guidance during this field experience.…”

Section: Discussionmentioning

confidence: 79%

“…As a term, supervision did not appear to embrace the importance of the relationship for advancing teaching practices (e.g. see Margolis 2007;Rippon and Martin 2003). However, in its early stages mentoring was without an operational definition; consequently the development of mentoring knowledge in education was viewed as haphazard (Wildman et al 1992).…”

Section: Explicit Mentoring Of Preservice Teachersmentioning

confidence: 99%

Making mentoring explicit: articulating pedagogical knowledge practices

Hudson

Spooner-Lane

2013

School Leadership & Management

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Mentoring pedagogical knowledge is fundamental towards developing preservice teachers' practices. As a result of a train-the-trainer mentoring programme, this study aimed to understand how mentors' engagement in a professional development programme on mentoring contributes to their mentoring of pedagogical knowledge practices. This qualitative research analyses the mentoring of pedagogical knowledge from six paired mentor teachers and preservice teachers (n 012) after a four-week professional school experience. Findings indicated that the train-the-trainer model was successful for mentoring pedagogical knowledge on 10 of the 11 advocated practices. This suggested that a well-constructed professional development programme on mentoring can advance the quality of mentoring for enhancing preservice teachers' practices.

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Improving Relationships between Mentor Teachers and Student Teachers: Engaging in a Pedagogy of Explicitness

Cited by 22 publications

References 14 publications

Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education

Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education

Developing and Sustaining Successful Mentoring Relationships

Making mentoring explicit: articulating pedagogical knowledge practices

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