Search results for: Moloney Anne
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The Genesis of Mentors’ Professional and Personal Knowledge about Teaching: Perspectives from the Republic of Ireland
This paper investigates the sources of mentors’ knowledge about teaching. The findings reveal that mentors’ knowledge about teaching is practice orientated and emerges from their professional experiences, their teaching skills, their pre-service teacher education and from their own personal experiences. The authors suggest that mentors require support to reflect on their early socialisation experiences and their attachment to practice-based experience as a source of professional knowledge, in this way they can better understand and carry out their role as mentors.
Updated: Jan. 20, 2015
This study explores the use of electronic journals to support beginning teachers in developing reflection on teaching within peer support networks. The study takes place within the context of the ongoing Pilot Project on Teacher Induction in post-primary schools in Ireland. Results show little evidence of the development of a more reflective approach attributable to the maintenance of a blog. However review of earlier postings led to some reflective personal and group dialogue.
Updated: Aug. 24, 2010