Search results for: Upson Bradbury Leslie
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This article describes the aspects of iPad use which preservice teachers perceived as beneficial in the forces and motion unit. The results revealed that at many stages of this process, the preservice teachers used iPads to abstract ideas from physical experience. Preservice teachers’ responses showed that these experiences were perceived as valuable, both in terms of an understanding of the underlying content and completion of the project as a whole. Additionally, participants described how the iPad influenced instructional efficiency, engagement, and social learning. The authors recommend that it is highly relevant to the development of preservice teachers’ critical pedagogical skills that they confront and discuss both the strengths and weakness of the iPads for various purposes, as well as analyze the way the device shapes student interaction.
Updated: Feb. 26, 2015
The authors used border crossing as a theoretical framework to explore the tensions that developed between two mentor–intern pairs during the course of a yearlong internship in high schools in the United States.
Updated: Jan. 21, 2009
Conceptions of Science Teacher Mentoring and Mentoring Practice in an Alternative Certification Program
The article examines conceptions of mentoring and beginning teachers. Interviews with six mentors and six beginner teachers were held, and 379 statements were grouped into six conception. The categories were apprenticeship, personal support, and collaborative learning, and these revealed the variation in how mentors and beginning teachers conceptualized school-based mentoring.
Updated: Oct. 06, 2008
Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching
The article explores mentoring as an important component of alternative certification programs, and what the protégés actually learn about science teaching. Finding of the study which focused on two mentors and their protégés indicate that mentors gave more general pedagogical advice than science specific pedagogical content knowledge. No advice was given about topics of inquiry, the nature of science, or science literacy. The author calls for increased communication between teacher educators and mentors and benchmarks for certification programs.
Updated: Feb. 19, 2008