The Mentor‐Protege Relationship as a Factor in Preservice Teacher Education: A Review of the Literature

Clifford, Elaine Finlay; Green, Virginia P.

doi:10.1080/0300443961250107

Cited by 18 publications

(11 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers bring to their formal professional education background knowledge about writing and teaching (Florio-Ruane & Lensmire, 1990;. From the work of Lortie (1975) onward, research has consistently reported the powerful influence that teachers' attitudes about teaching exert on their leaming (Clifford & Green, 1996;Florio-Ruane & Lensmire, 1990;Grossman et al, 2000;Schmidt & Kennedy, 1990;Shrofel, 1991). Because "teachers enter their professional education already trapped in their own relationship with the subject" (Kennedy, 1998, p. 14), the writing attitudes that they bring to the university may be difficult to change.…”

Section: Poor Histories As Wriiersmentioning

confidence: 96%

“…Indeed, writing attitudes and skills can be changed by effective university courses (Chambless & Bass, 1995;Franklin, 1992;Lapp & Flood, 1985;Stover, 1986;. Clifford and Green (1996) suggest that how teachers feel about their effectiveness as teachers becomes a significant factor when looking at how they develop professional identities. Given that a history of unaccomplished writing may diminish a writer's confidence (Bratcher & Stroble, 1994;Mayher, 1990), many teachers are in need of professional development opportunities that support their identities as writers.…”

Section: Poor Histories As Wriiersmentioning

confidence: 97%

See 1 more Smart Citation

Improving the Teaching of Writing across the Curriculum: A Model for Teaching In-Service Secondary Teachers to Write

Street

Stang

2008

Action in Teacher Education

View full text Add to dashboard Cite

This article provides a conceptual basis for a teacher preparation course designed to improve the writing skills and teaching practices of in-service teachers. To propose this course, we first examined the research on preparing all secondary in-service teachers to use writing well. Research suggests that teachers' histories as writers greatly affect whether they feel confident enough to use writing with their students. Even though many teachers believe in the value of using writing for instructional purposes, they report significant challengesnamely, a lack of professional preparation and time. Given our experiences as graduate faculty members in a large university, we discuss the need for the graduate-level course that we developed. The curricular design is described, and student survey results suggest that the course is effective. Implications for in-service teacher preparation and professional development are presented in light of recent calls for writing reform.As a response to the need for improving the state of writing in secondary schools and for improving teacher training in the area of writing, we provide the background and framework for a research-based course designed to prepare in-service teachers to meet the challenges of writing across all secondary content areas. Years of experience have taught us that many content-area educators do not feel well prepared to teach writing. Oftentimes, they lack the confidence to use writing with their secondary students. Not surprisingly, the teacher educators and professional development professionals who work with these teachers have many questions regarding how to support these in-service teachers-namely, Why does writing matter?What is the state of writing in schools today? What challenges do teachers report when they attempt to use writing in their classrooms?Is there a research-based model of professional development that could serve as a model for supporting in-service writing teachers?Because these questions are important, genuine, and common among teacher educators and professional development facilitators, they deserve legitimate and well-researched responses. Although we originally asked these 38 CHRIS STREET AND KRISTIN STANG questions because we wished to improve our own practice as teacher educators, we hope that the answers will enlighten teacher educators who strive to improve the writing skills and writing pedagogy of in-service teachers.

show abstract

Section: Poor Histories As Wriiersmentioning

confidence: 96%

Section: Poor Histories As Wriiersmentioning

confidence: 97%

Improving the Teaching of Writing across the Curriculum: A Model for Teaching In-Service Secondary Teachers to Write

Street

Stang

2008

Action in Teacher Education

View full text Add to dashboard Cite

show abstract

“…Empathy has been identified as an important quality of mentors in educational programs (Odell, 1993), and is an interpersonal skill which seems to be of particular importance in building the mentor-protege relationship during preservice teaching (Clifford, 1994(Clifford, , 1996. Mehrabian, Young, and Sato (1988) conducted several investigations of emotional empathy which showed that emotional empathy increased an individual's willingness to offer help to unfamiliar and distant others.…”

mentioning

confidence: 97%

“…As a result, programs were legislated and developed to improve teaching m our public schools. More recently, the focus has turned to programs that have the efficacy of new teachers, and in particular to mentoring programs for begining teachers (Clifford, 1996;Parker, 1992Parker, ,1993. How novice teachers acquire teaching expertise is a basic concern of those who design and implement teacher education programs, and the role of experienced teachers as mentors in helping novice teachers develop personally and professionally has been the subject of much 143 144 E.F. CLIFFORD discussion.…”

mentioning

confidence: 99%

A Descriptive Study of Mentor‐Protégé Relationships, Mentors’ Emotional Empathic Tendency, and Protégés’ Teacher Self‐efficacy Belief

Clifford

1999

Early Child Development and Care

Self Cite

View full text Add to dashboard Cite

“…For instance, in some studies (Goker, 2006) peer coaching increased self-efficacy of student instructors teaching English as foreign language. Others proved that self-efficacy in pre-service teachers can be promoted, when they are able to benefit of feedback from experiences, colleagues and supervisors (Clifford & Green, 1996;Watters & Ginns, 1995). Other experiments have revealed that business majors increased their self-efficacy after taking part in an academic self-management training course (Gerhardt & Brown, 2006) or that nursing students could improved their self-efficacy in caring for elders through a reminiscence education program.…”

Section: Can Professional Skills Social and Problem Solving Efficacymentioning

confidence: 99%

Promoting Social Capital, Empowerment and Counter-Stereotypical Behavior in Male and Female Students in Online CSCL Communuties

Francescato¹,

Mebane

Tomai³

et al. 2012

Globalization - Education and Management Agendas

View full text Add to dashboard Cite

The Mentor‐Protege Relationship as a Factor in Preservice Teacher Education: A Review of the Literature

Cited by 18 publications

References 18 publications

Improving the Teaching of Writing across the Curriculum: A Model for Teaching In-Service Secondary Teachers to Write

Improving the Teaching of Writing across the Curriculum: A Model for Teaching In-Service Secondary Teachers to Write

A Descriptive Study of Mentor‐Protégé Relationships, Mentors’ Emotional Empathic Tendency, and Protégés’ Teacher Self‐efficacy Belief

Promoting Social Capital, Empowerment and Counter-Stereotypical Behavior in Male and Female Students in Online CSCL Communuties

Contact Info

Product

Resources

About