Search results for: Lock Roger
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Mentors' Written Lesson Appraisals: The Impact of Different Mentoring Regimes on the Content of Written Lesson Appraisals and the Match with Pre-Service Teachers' Perceptions of Content
Written lesson appraisals (WLAs) by mentors 30 of pre-service teachers experiencing two different mentoring regimes in an English university teacher education program were selected for analysis. The WLAs were analyzed for their length and content using professional knowledge categories derived from pre-service teacher perceptions of the content of WLAs.
Updated: Jun. 01, 2009
The article focuses on the year of entitled practicum in England. Pooled data from a postal questionnaire, with a 60% response rate (n = 92), were analyzed from three consecutive cohorts of newly qualified science teachers (2003-2006). Focus group interviews and telephone interviews with 20 newly qualified teachers and 20 induction tutors were also used to collect data. The majority of the sample of newly qualified teachers received the main entitlements in their induction year but serious concerns persist for a significant minority.
Updated: Sep. 21, 2008
Pre-Service Science Teachers' Perceptions of Written Lesson Appraisals: The Impact of Styles of Mentoring
The article describes a study conducted with biology and chemistry student teachers regarding their perceptions of written appraisals by mentors observing their teaching. The data collected used the same open questions at three points in the course, and compared mentors appraisals from mentors who received only general training and those written by mentors trained in topic-specific pedagogy.
Updated: Jan. 16, 2008