{"title":"在实践教学中指导多元文化的实习教师群体","authors":"Mirit Rachamim, Lily Orland-Barak","doi":"10.1108/ijmce-02-2023-0018","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>Data collection included 23 video-recorded meetings of the learning community and semi-structured interviews with all four participants.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>The study identified six actions that can serve as tools in mediating sensitive discourse to issues of diversity in communities of culturally diverse learners.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Mentoring a culturally diverse community of student teachers in practice teaching\",\"authors\":\"Mirit Rachamim, Lily Orland-Barak\",\"doi\":\"10.1108/ijmce-02-2023-0018\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>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.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>Data collection included 23 video-recorded meetings of the learning community and semi-structured interviews with all four participants.</p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>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.</p><!--/ Abstract__block -->\\n<h3>Practical implications</h3>\\n<p>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.</p><!--/ Abstract__block -->\\n<h3>Originality/value</h3>\\n<p>The study identified six actions that can serve as tools in mediating sensitive discourse to issues of diversity in communities of culturally diverse learners.</p><!--/ Abstract__block -->\",\"PeriodicalId\":45297,\"journal\":{\"name\":\"International Journal of Mentoring and Coaching in Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-11-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Mentoring and Coaching in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/ijmce-02-2023-0018\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Mentoring and Coaching in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/ijmce-02-2023-0018","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.