International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Hudson Peter
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6 items
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This study aimed to identify what mentors observe and record as pertinent towards providing feedback. The participants were 24 mentors. The results revealed that mentors’ observations with both positive and constructive criticisms clustered around three broad dimensions, namely: (1) visual, (2) auditory and (3) conceptual. The findings reveal that the mentors’ constructive criticisms were mainly based around the auditory dimension.
Published: 2016
Updated: Aug. 26, 2018
2
This study aimed to investigate mentors’ strategies that can be used to facilitate pedagogical knowledge in the mentee. In this study, mentors outlined strategies for developing preservice teachers’ pedagogical knowledge practices. There were several or more practical strategies suggested for each mentoring practice associated with pedagogical knowledge. For example, strategies for deeper learning about planning included co-planning and reflecting verbally on planning with the mentee by deliberating on the specific learning needs of students.
Published: 2013
Updated: Jul. 12, 2017
3
The purpose of this mixed-method study was to investigate professional development for mentors as a result of the mentoring process. The authors argue that providing professional development to teachers on mentoring can help to build capacity in two ways: quality mentoring of preservice teachers through explicit mentoring practices, and reflecting and deconstructing teaching practices for mentors’ own pedagogical advancements.
Published: 2013
Updated: Jul. 03, 2016
4
The purpose of this case study was to examine the providing oral feedback in a simulated mentor–mentee discussion. Findings showed that mentors’ feedback was variable in both their positive feedback and constructive criticisms and, in one case, the feedback was contrasting in nature.
Published: 2014
Updated: Jan. 15, 2015
5
The author provides five factors for mentoring that have been identified: personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. The article describes a study held in Australia, among 446 preservice teachers responding to mentoring in science, and 115 preservice teachers responding to their mentoring in mathematics.
Published: 2007
Updated: Mar. 18, 2008
6
A study was conducted to compare pretest and posttest responses of preservice science teachers who were involved in an elementary science pedagogy class. The study aimed at examining whether coursework for preservice science teachers corresponded to reforms for advancing science education. It is believed that a survey, which was linked to the course outcomes (constructs) and multiple indicators, measured the preservice teachers’ perceptions of their development towards becoming elementary science teachers.
Published: 2007
Updated: Feb. 26, 2008