Classroom teachers as mentors: Possibilities for participation in a professional development school context |
| |
| Institution: | 1. Department of Family and Community Medicine, Hospital Italiano de Buenos Aires, Argentina;2. Research Department, IUHI, Hospital Italiano de Buenos Aires, Argentina;1. Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, OH;2. Department of Health Administration and Policy, George Mason University, Fairfax, VA;1. Research Center and Department of Obstetrics and Gynecology, CHU Sainte-Justine, Montreal, Quebec, Canada;2. Faculties of Pharmacy, University of Montreal, Montreal, Quebec, Canada;3. University Reproductive Center, Department of Obstetrics and Gynecology, Royal Victoria Hospital, Montreal, Quebec, Canada;4. Departments of Pediatrics, Human Genetics, and Pharmacology and Therapeutics, McGill University, Montreal, Quebec, Canada;5. Faculty of Medicine, McGill University, Montreal, Quebec, Canada;6. OVO Fertility Clinic, Montreal, Quebec, Canada;7. Research Institute, Montreal Children’s Hospital of the McGill University Health Center, Montreal, Quebec, Canada;8. Dr Fraser is now affiliated with the Department of Obstetrics and Gynecology of the University of Sherbrooke and not with the Research Center CHU Sainte-Justine;1. Department of Physiology, College of Medicine and Neuroscience Research Institute, Korea University, Seoul 136–701, South Korea;2. Department of Orthopedic Surgery, Konkuk University School of Medicine, Chungju, South Korea;1. Department of Radiation Sciences – Oncology, Umeå University, Sweden;2. Department of Oncology and Radiation Physics, Skåne University Hospital, Lund University, Sweden;3. Department of Oncology, Sahlgrenska University Hospital, Gothenburg, Sweden;4. Department of Oncology, Karolinska University Hospital, Stockholm, Sweden;5. Department of Oncology, Örebro University Hospital, Sweden;6. Department of Oncology, Central Hospital, Karlstad, Sweden;7. Department of Oncology, Ryhov Hospital, Jönköping, Sweden;8. Department of Oncology-Pathology, Karolinska Institutet, Stockholm, Sweden;9. Department of ORL/Head & Neck Surgery, Skåne University Hospital, Lund, Sweden;10. Department of Radiation Physics, Sahlgrenska University Hospital, Gothenburg, Sweden;1. Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON;2. Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, ON;3. Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON;4. Toronto Rehabilitation Institute, Toronto, ON;5. Dalla Lana School of Public Health, University of Toronto, Toronto, ON;6. Hospital for Sick Children, Toronto, ON;7. Department of Pediatrics, University of Toronto, Toronto, ON, Canada |
| |
| Abstract: | This paper describes how five classroom teachers make sense of their role as mentors in support of novices as they learn to teach. These teachers interact within a context that provides possibilities for participation with a teacher education program and professional development research. The main aim of the study was to gain insights into ways in which the five mentors talk about their theories of how novices learn to teach, use different sources of knowledge to help novices learn to teach, and model and encourage critical reflection about issues and practices in teacher education. Findings reveal that four of the five mentors played prominent roles as teacher educators, and developed collaborative relationships within the professional development school context between mentors, prospective teachers, and university faculty through sustained interactions, shared professional responsibility, and respect. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
