Search results for: Knight Rhonda Talford
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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