Mentored Learning to Teach According to Standards-Based Reform: A Critical Review

Wang, Jian; Odell, Sandra J.

doi:10.3102/00346543072003481

Cited by 414 publications

(381 citation statements)

References 129 publications

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“…As Wang & Odell (2002) point out, mentoring programs that focus on emotional support are the least likely to effect reform. This is not to say that beginning teachers should not receive some measure of emotional support from their support providers as part of their induction experience, only that the balance of the induction experience needs to be dominated by a substantive teaching and learning focus.…”

Section: Discussionmentioning

confidence: 99%

Beginning Teachers' Engagement With Btsa/Cfasst

Thompson¹,

Goe²,

Paek³

et al. 2004

ETS Research Report Series

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Section: Discussionmentioning

confidence: 99%

Beginning Teachers' Engagement With Btsa/Cfasst

Thompson¹,

Goe²,

Paek³

et al. 2004

ETS Research Report Series

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“…The benefit of this practice is highly dependent on the quality of the mentor. From a social constructivist perspective, mentoring is intended to stimulate PST' critical reflection upon their own learning, and help them to develop their own teaching practices (Tsangaridou & Polemitou, 2015;Wang & Odell, 2002;Helgevold, NaesheimBjørkvik and Østrem, 2015).…”

Section: Resultsmentioning

confidence: 99%

Untitled

2017

JPES

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Problem statement: 1)Which elements do Pre-service teachers highlight as significant for facilitating learning climate in Physical Education classes? 2)To what extent are these elements evident in their teaching? Approach: 15 pre-service teachers, in their 4 th semester participated. Data collection was linked to the students` planning and implementation of a three-week internship, and consisted of both focus group interviews and video of their teaching sessions. Purpose: The purpose of this study was to analyse pre-service teachers` reflections about, and facilitation of, learning climate in their own teaching. Results: The main findings show that preservice teachers are particularly concerned with emotional support, but rather less focused on learning outcomes. Their statements and teaching sessions indicate that intentional teaching is superfluous. Conclusion: This study reveals a need for a greater focus on learning climate in the PETE-program. First, it is important that PST develop a common understanding of the concept of learning climate that corresponds with the current literature. In addition, PE Teacher Program have to enhance PST' opportunities to practice and reflect upon their own teaching. Keywords: Teacher education, Learning outcome, Emotional support, Movement culture IntroductionA growing body of research indicates that learning climate is a critical dimension of teaching and learning (Cohen, 2001; Hattie, 2009; Nordenbo, Larsen, Tiftikci, Eline Wendt, & Østergaard, 2008;Wang, Haertel, & Walberg, 1993). Based on these studies, it may be concluded that learning climate not only promotes health, well-being and positive social development, but also has a significant positive effect on pupils' learning outcomes.Research on learning climate in Physical Education (PE) has primarily been based on a social cognitive framework (Ntoumanis & Biddle, 1999), and has been related to pupils' perceptions of the learning climate. Ommundsen and Kvalø's (2007) findings, show that a mastery climate, autonomy support, perceived competence and intrinsically regulated motivation predict enhanced levels of interest and enjoyment of PE, while Halvari, Skjesol, and Bagøien (2011) demonstrated that teachers that arrange a mastery climate may have a substantial effect on pupils' motivational processes and behaviour in PE.According to Crum (2012) the physical educators community does not give priority to the proposition that a physical educator`s primary function is to help pupils learn. He reference to Locke (1987) who notes that many physical educators are not really committed to teaching as the essential and central element of their profession. The task is just to organize in good order and atmosphere, or keep the pupils in good shape by physical exercise. This is also confirmed by recent Norwegian research (Moen, 2011). The study identify a number of challenges for Physical Education Teacher Education (PETE) program in Norway. The challenges cover a variety of areas, including a concern over persistent content...

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“…It leads Borg (2011) to conclude that teacher education may have a limited impact on pre-service teachers if it focuses more on knowledge transmission than on experiential learning. Wang and Odell (2002) too consider practice as the catalyst for an aspiring teacher to critically assess her own teaching and to examine her pedagogic knowledge. How much practice is needed for it to have a lasting impact, is unknown.…”

Section: Influencing Pre-service Teachers' Beliefs and Practicesmentioning

confidence: 99%