Search results for: Mosley Wetzel Melissa
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“Becoming” a mentor between reflective and evaluative discourses: A case study of identity development
This case study interpreted the experiences of a teacher as she grew her coaching and mentoring practices by working with preservice teachers and participating in professional development focused on reflective coaching, mentorship, and literacy teaching. The authors drew on the notion of “becoming” from critical and sociocultural theories in analyzing how she constructed a teaching identity through mentoring, and how her identity enabled her to enact reflective coaching practices. Their findings outline her agentic moves to provide the preservice teacher with reflective support, rather than evaluative critique, in opposition to the surveillance and regulation that characterize many existing teacher evaluation models.
Updated: Jun. 16, 2021
The study focused on the insights preservice teachers gained from working closely beside one emergent writer. The authors report on six focus cases and identify five cross-case themes—describing preservice teachers who (a) approached young children’s efforts to compose texts with deep appreciation regardless of the child’s level of development; (b) deeply valued the time spent near a young writer and described their own learning as emanating both from the writer and the writing; (c) gained an understanding of how literacy emerges/develops, and made efforts to take up the discourse of literacy teachers; (d) talked sensitively about the importance of their teaching moves—the “just right” invitations or steps that enabled children to take risks; and (e) valued the purposeful writing that emanated from children’s interests and lives and motivated them to write.
Updated: Oct. 05, 2016