Raising the Quality of Praxis in Online Mentoring

Kelly, Nick; Kickbusch, Steven; Hadley, Fay; Andrews, Rebecca; Wade-Leeuwen, Bronwen; O'Brien, Maria

doi:10.1007/978-981-10-5484-6_8

Cited by 2 publications

(1 citation statement)

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“…The participating mentors’ added their concerns about student discipline may be tied to PTs’ confined collaboration with other teaching supervisors. To enhance the effectiveness of online mentoring, Kelly et al ( 2018 ) suggested building online dialogical communities among a circle of mentors who are provided with opportunities in deep and critical discussions about how to relate trainees’ teaching practice to different online classroom contexts. This study continues to reveal and uncover particular connections and conundrums that encourage insights into future practices and research.…”

Section: Discussionmentioning

confidence: 99%

Multiple Perspectives with Online EFL Practicum Technology Learning: Case Study on a Cloud

Liu

Kleinsasser

2022

TechTrends

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This yearlong study describes multiple stakeholders’ perspectives of 20 preservice English as Foreign Language (EFL) teachers, 43 elementary school students, 2 online mentors, and a teacher-researcher during a technology professional development practicum on a cloud. The case study provides qualitative and quantitative data from stakeholders concerning technology integration after participating in online project-based EFL instruction. The participating stakeholders encountered affordances and challenges that enhanced their online learning and teaching repertoires and offered nuanced evidence within this online professional development community. The findings call for continuing exploration of online practicums in preservice (language) teacher education and further research documenting complexities of multiple stakeholders’ technology professional development.

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Section: Discussionmentioning

confidence: 99%