Search results for: Reichenberg Rivka
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‘I Owe to My Tutor Much of My Professional Development’: Looking at the Benefits of Tutoring as Perceived by the Tutees
This article presents a model of professional development that involves tutoring/mentoring. It also focuses on the interaction between tutor and tutee as perceived by the tutees. The study also found that tutees noted the required characteristics of a tutor. Furthermore, the authors identified three groups of elements regarding tutor's role as the most beneficial to the participants’ professional development, namely: modelling; usage of reflective methods; and bridging between the individual and the group. Finally, the participants in the study related to two central elements in tutors' work: professional and interpersonal.
Updated: Feb. 21, 2018
This study aims at understanding teacher educators' professional development (TEPD) from the unique perspective of a group of educators who are regularly involved in planning, managing and implementing varied professional development programs for teacher educators, at the MOFET Institute in Israel. Working theories were derived from the participants' statements as to the preferable course of TEPD. These evolved around three mental images of the professionally well-developed teacher educator: the model pedagogue; the reflective, self-studying practitioner; and the developer of professional identities. These three working theories were followed by a fourth one relating to TEPD from the teacher educators' own point of view.
Updated: Mar. 21, 2010