Consistency and Quality in the Mentoring of Student Language Teachers.

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 1998-12-01 DOI:10.1080/09571739885200301

Carole Gray, A. Williams, A. Marr

引用次数: 2

Abstract

This article presents findings from an analysis of discussions between student language teachers and their school-based mentors. Although certain issues were raised which need attention, there was evidence of a reassuring consistency in mentors' interpretations of ‘good practice’ in key areas of modern language teaching as well as of an emphasis on the importance of educational principles.

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学生语言教师辅导的一致性与质量。

本文分析了学生语言教师与校本导师之间的讨论。虽然提出了一些需要注意的问题，但有证据表明，在现代语言教学的关键领域，导师对“良好做法”的解释是一致的，并强调教育原则的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

期刊介绍： The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages