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New England Mathematics Journal, v37 n2 p30-40 May 2005

Mentoring is often assumed to be done by experienced teachers with new teachers in one-on-one settings and designed to help the mentee be successful with the tasks of teaching. In the context of preservice teacher education, mentoring usually takes place during field experiences, particularly student teaching when the mentor is the host classroom teacher. In this article, the author presents some examples of what mentoring might mean and look like in the context of preservice mathematics teacher education. In particular, the author describes ways in which mentoring might be used in preservice teacher education to foster a sense of collegiality and inquiry into teaching and learning that are critical to successful mentoring relationship. To set up the discussion of mentoring in preservice teacher education, the author first describes a fundamental shift in the focus of teacher education--from apprenticeship to assisted performance--in order to reenvision mentoring in a preservice context.

Descriptors: Student Teaching, Preservice Teacher Education, Mentors, Field Experience Programs, Collegiality, Mathematics Teachers, Mathematics Instruction, Inquiry, Context Effect, Change Strategies, Educational Change, Program Descriptions, Models, Training Methods, Beliefs, Journal Writing, Student Writing Models, Educational Practices, Mathematics Activities, Teaching Experience

Association of Teachers of Mathematics in New England. Web site: http://www.atmne.net





Autor: Mewborn, Denise S.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4821&id=EJ947962







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