在实践教学中指导多元文化的实习教师群体

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mirit Rachamim, Lily Orland-Barak
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引用次数: 0

摘要

目的:本深入的案例研究考察了在以色列大学教师教育实践教学的背景下,导师在调解学生教师作为学习者的文化多样性社区中的作用。具体来说,它探讨了导师对学习教学的文化方面的反应如何塑造了小组的学习环境。设计/方法/方法数据收集包括23次学习社区的视频录制会议和对所有四名参与者的半结构化访谈。研究结果提出了导师的六项行动,旨在促进一个同情和支持的学习环境,鼓励围绕实践教学中出现的文化多样性问题进行合作讨论。提出并讨论了对教师教育计划的启示。实践意义本研究提供了一个实用的工具框架(或导师行动),可以帮助导师在文化多样化的指导对话环境中促进社会互动。独创性/价值本研究确定了六种行动,这些行动可以作为工具,在多元文化学习者的社区中调解对多样性问题的敏感话语。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mentoring a culturally diverse community of student teachers in practice teaching

Purpose

This in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university teacher education in Israel. Specifically, it explored how the mentor's response to cultural aspects of learning to teach shaped the group's learning environment.

Design/methodology/approach

Data collection included 23 video-recorded meetings of the learning community and semi-structured interviews with all four participants.

Findings

Findings proposed six actions of the mentor that aimed at promoting an empathetic and supportive learning environment that encouraged collaborative talk around culturally diverse issues that surfaced during practice teaching. Implications for teacher education programs are presented and discussed.

Practical implications

The study offers a practical framework of tools (or mentor actions) that can help mentors to promote social interactions in culturally diverse mentoring conversational settings.

Originality/value

The study identified six actions that can serve as tools in mediating sensitive discourse to issues of diversity in communities of culturally diverse learners.

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来源期刊
CiteScore
2.90
自引率
33.30%
发文量
19
期刊介绍: The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.
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