Reciprocal mentoring: Effects on mentors' development of expertise in teaching

Reciprocal mentoring: Effects on mentors' development of expertise in teaching

• Che, Man Wai The Hong Kong Institution of Education

The 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives (2010: The Hong Kong Institute of Education, China)

• M 教師與教師教育
  • MA 教師之專業教育

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Mentoring has been seen as an ongoing effort to professionalize teaching in teacher education since the 1980s. It is commonly believed that collaborating mentors and student teachers can benefit through the dynamics of school- based mentoring. Reflectivity is said to be one mechanism by which changes occur both in the student teacher and the mentor. Ethnographic research methods incorporating direct observation and interviews were employed in studying mentoring practices in initial teacher education. The mentors are language teachers who acted as mentors for students of the Bachelor of Education programme at The University of Hong Kong. An analytical framework, developed from the literature, is used to interpret and illustrate the effects of mentoring practices on the mentors' development of expertise in teaching; in terms of reflection, practical knowledge and pedagogical content knowledge. Results indicate that student teachers' practices in learning to teach become an object about which mentors engage in reflection. Reflection through conversations plays a key role in experienced teachers' development of expertise in teaching. Such reflection requires three kinds of capacities: theorizing practical knowledge, pedagogical reasoning and collaborative inquiry.

Paper presented at the 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives, The Hong Kong Institute of Education, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/a69288c9

2015-09-17