Literaturnachweis - Detailanzeige
Autor/inn/en | Ambrosetti, Angelina; Dekkers, John; Knight, Bruce Allen |
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Titel | Mentoring Triad: An Alternative Mentoring Model for Preservice Teacher Education? |
Quelle | In: Mentoring & Tutoring: Partnership in Learning, 25 (2017) 1, S.42-60 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ambrosetti, Angelina) ORCID (Knight, Bruce Allen) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1361-1267 |
DOI | 10.1080/13611267.2017.1308093 |
Schlagwörter | Mentors; Models; Preservice Teacher Education; Preservice Teachers; Foreign Countries; Peer Teaching; Cooperating Teachers; Holistic Approach; Data Analysis; Outcomes of Education; Instructional Effectiveness; Qualitative Research; Undergraduate Students; Interviews; Australia Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Ausland; Peer group teaching; Peer Group Teaching; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Holistischer Ansatz; Auswertung; Lernleistung; Schulerfolg; Unterrichtserfolg; Qualitative Forschung; Interviewing; Interviewtechnik; Australien |
Abstract | Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a less than successful placement when a dyad model is used. This research explored an alternative mentoring model that placed two preservice teachers with a classroom teacher and investigated the mentoring that transpired. The research examined the interactions that occurred between the triad members, in particular those that took place between the two preservice teachers as peers. A theoretical framework that focused on a holistic mentoring model was utilized to frame the research and analyze the data. It was found that the use of a mentoring triad extended the scope of mentor support that can be provided to preservice teachers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |