Search results for: Henning John E.
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Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching
The purpose of this study was to explore differences in mentoring across three dissimilar clinical settings: student teaching, early field experiences, and entry year teachers. The findings suggested a wide range of Pedagogical Knowledge across all three clinical settings. In each of the three clinical settings, the mentors perceived their roles to be different. Furthermore, two key differences influenced mentoring across these three clinical settings. The first was the amount of interaction time. The second difference was the degree to which the mentor understood university expectations.
Updated: Sep. 28, 2016
Preparing Preservice Teachers to Make Instructional Decisions: An Examination of Data from the Teacher Work Sample
The purpose of this American study was to examine student teachers’ ability to make instructional decisions as they engaged in teaching. The authors examined the narrative accounts provided by 150 student teachers within their teacher work samples (TWSs). Results indicated that most student teachers were able to implement some aspects of instructional decision making, such as noting a specific difficulty with student learning and making an on-the-spot adjustment in their instruction.
Updated: Jan. 21, 2009
This study examined the teacher work samples of 197 student teachers to determine their level of technology integration during student teaching. Findings indicated that most student teachers planned to use some kind of technology, although only 40% planned to include computers and less than 20% planned for the use of computers by students.
Updated: Jun. 01, 2008