Connecting theory and practice in mentor preparation: Mentoring for the improvement of teaching and learning

Connecting theory and practice in mentor preparation: Mentoring for the improvement of teaching and learning

• Tang, Sylvia Yee Fan Hong Kong Institute of Education
• Choi, Pik Lin Hong Kong Institute of Education

Mentoring & Tutoring: Partnership in Learning, 13(3), 383-401, 2005

Routledge

2005

• M 教師與教師教育
  • MA 教師之專業教育

Mentors Foreign Countries Theory Practice Relationship Inservice Teacher Education Teacher Competencies Teacher Improvement Knowledge Base For Teaching Teaching Skills Practicums Skill Development Beginning Teachers Beginning Teacher Induction Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

This study examines the theory‐and‐practice connection model in mentor preparation in the context of two mentor preparation programmes in Hong Kong. The 30‐ and the 60‐hour mentoring support development (MSD) programmes share a common conceptualization of mentoring—with the improvement of teaching and learning as the core of mentoring—yet they differ in objectives, duration and the mentoring practice settings in which structured practical work occurs. This enquiry addresses how the theory‐and‐practice connection model contributes to the construction of professional knowledge in mentoring and the development of mentoring practices in schools. It was found that the organization of curriculum components, such as coursework (e.g., skills of lesson analysis and conferencing), and structured practical work in mentoring, facilitated the connection of the theory and practice of mentoring. In addition, mentor trainees (practising school teachers) developed competence in mentoring through integrating research‐based knowledge and knowledge that grew out of their own mentoring experience. Finally, suggestions for the design of mentor preparation programmes and workplace conditions that facilitate mentoring in schools are discussed.
[Copyright of Mentoring & Tutoring: Partnership in Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13611260500206002]

• 英文

期刊論文

• 13611267

• 10.1080/13611260500206002

https://bibliography.lib.eduhk.hk/tc/bibs/14e18fea

2010-09-08