International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Mentoring & Supervision
Page 29/29
288 items
281
Optimal reciprocity in mentor-protégé relationships depends largely on contextual factors. The article discusses three examples of contextual variables that can affect reciprocity: the academic research apprenticeship, gender, and culture. The authors argue that mentors' expectations of reciprocity necessarily must be adjusted in order to achieve ethical mentoring within these contexts.
Published: 2008
Updated: Feb. 12, 2008
282
Ethical issues pertaining to mentor-student relationships are explored in this articles. These focus on multiculturalism contexts pertaining to race and ethnicity, religion, gender and sexuality, age and ability. Authors make recommendations regarding culture and mentoring.
Published: 2008
Updated: Feb. 12, 2008
283
The subject of boundaries within mentoring relationships is explored in this article. The author suggests that boundaries and mutual relationships must be navigated well in order to maintain the mentor objective and the student unexploited or harmed. Concepts such as boundary crossings, boundary violations and multiple relationships are explored in the context of mentoring relationships.
Published: 2008
Updated: Feb. 12, 2008
284
The article describes a comparison study of Australian and Canadian cooperating teachers. The authors contrast the local settings and draw on the differences with respect to the cooperating teachers' preparation and compensation for their role in practicum settings and the complex relations between schools and universities.
Published: 2007
Updated: Jan. 10, 2008
285
The article examines teacher education programs in England, utilizing mathematics in post compulsory education schools. The author investigates the application of Bernstein's theories to teacher education, catering to diversity of the prospective teachers, incorporation of recontextualization into the course, strategies of learning teacher education coursework, and perception of prospective teachers regarding their weaknesses.
Published: 2007
Updated: Dec. 30, 2007
286
Interviews with outstanding cooperating teachers focused on exploring their belief on teacher vision, and what makes a good teacher. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience.
Published: 2007
Updated: Dec. 27, 2007
287
This report investigates mentoring from the perspectives of 7 experienced secondary public school teachers from four different school districts in Oklahoma.The experienced teachers benefited from the mentoring process and their mentoring experiences in two important areas. At the professional level, the teachers gained a sense of self as professional educators. At the personal level, these teachers identified mentoring as a process that worked in almost any situation; in addition, they recognized that conversing about concerns with a knowledgeable colleague was a workable solution for solving issues. Reprinted by permission of the publisher.
Published: 2007
Updated: Dec. 17, 2007
288
Cultural competency was studied in this article which examined two major questions: Can a 15-month graduate level intensive alternative licensing program and field experience provide preservice teachers with the knowledge and dispositions to teach in culturally competent ways? Is it possible for a teacher preparation institution, through an alternative education program, to provide culturally competent teachers? The qualitative and quantitative results of the study demonstrated that students do perceive that they have attained the knowledge and the experience to interact appropriately with culturally diverse populations. The article describes the critical need for teachers, and the challenges faced by the mostly white middle-class teachers' population. Those challenges of recruitment, retention and nurturing have led to alternative teacher preparation programs that address the current multicultural and demographically diverse students. The author advocates exploring the influence of experience on practice in classrooms where there is an increasingly diverse student population.
Published: 2007
Updated: Dec. 17, 2007