学习教学:教师候选人反思响应式指导的关系、概念和情境影响

Q3 Social Sciences

Canadian Journal of Education Pub Date : 2007-01-01 DOI:10.2307/20466624

Finney Cherian

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引用次数: 86

摘要

通过访谈、焦点小组和观察，我考察了教师候选人在两个学生教学期间与他们的指导老师的经历。利用Feiman - Nemser和Rosaen(1997)的指导教师学习的师徒关系模型，我研究了学生教学经验的关系、概念和语境方面。结果表明，质疑教学实践以及与同事共同规划和共同教学的机会支持了自我反思和教育理念的发展。数据表明，导师的信念和维持董事会和省级标准化课程改革的压力阻碍了教师候选人探索社会正义、建构主义和探究导向教学法。

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LEARNING TO TEACH: TEACHER CANDIDATES REFLECT ON THE RELATIONAL, CONCEPTUAL, AND CONTEXTUAL INFLUENCES OF RESPONSIVE MENTORSHIP

Using interviews, focus groups, and observations, I examined teacher candidates’ experiences with their mentoring teachers over two student teaching periods. Using Feiman‐Nemser and Rosaen’s (1997) mentorship model of guiding teacher learning, I investigated the relational, conceptual, and contextual aspects of the student teaching experience. Results suggest that opportunities to question teaching practices as well as co‐ planning and co‐teaching with associates supported the development of self‐reflection and educational philosophies. Data suggest that mentor beliefs and pressures to maintain board and provincial standardized curriculum reforms prevented teacher candidates from exploring social justice, constructivist, and inquiry‐oriented pedagogies.

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来源期刊

Canadian Journal of Education Social Sciences-Education

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.