Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
113
result(s) for
"Goodwin, A. Lin"
Sort by:
Support and assist: approaches to mentoring in a yearlong teacher residency
Purpose
– The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP).
Design/methodology/approach
– This multiple-methods study examined 15 mentor teachers’ approaches over the course of a year in an urban TRP through the lens of Wang and Odell’s (2002) framework for mentoring. Data sources included mentors’ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative).
Findings
– Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents’ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors’ discussions of reflection and collaboration.
Research limitations/implications
– This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher.
Originality/value
– Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors’ approaches to mentoring is necessary in order to provide this support.
Journal Article
Empowered educators in Singapore : how high-performing systems shape teaching quality
Delves into Singapore's rapid rise to educational excellence on a global scale and the national effort that drives it. Singaporean students routinely outperform their peers from around the world, placing first or second in international assessments, particularly in math and science. This book describes the interwoven strategies that merge context, quality, governance, and continual evolution into a consistently high-achieving student population.
Book
Learning to co-teach: understanding the co- in a mentored co-teaching activity
PurposeCo-teaching is a foundational mentoring model used in teacher residency programs in urban classrooms throughout the United States of America. Beyond the basic understanding of co-teaching in categorizing classroom models, the purpose of this qualitative case study is to investigate the dialectical tensions manifested in mentored co-teaching activities through the lens of cultural-historical activity theory (CHAT).Design/methodology/approachDesigned as a qualitative case study of 17 pairs of teaching-residents and mentor-teachers, the authors used thematic analysis to scrutinize archival interview data in an urban teacher residency program located in the largest megalopolis of the USA Northeast. The authors used CHAT-based concept coding to analyze the interview narratives from participants across different secondary school placements as they reflected on their co-teaching philosophy and the relationships they built.FindingsThe authors found that for teaching-residents and mentor-teachers to co-develop as co-teachers, they jointly must learn to resolve the dialectical tensions of unbalanced classroom ownership vs added co-working responsibilities, breaking from routine so that a partnership can grow. Furthermore, the findings suggest that the prefix co- should be understood as (1) shifts in thinking that transcend the status quo and (2) the orchestration of human capital to change norms.Originality/valueThis new understanding of the prefix co- allows teacher education programs to better mediate the dialectical tensions experienced by co-teachers in a mentored co-teaching activity, from individual teacher learning (e.g. a pair/dyad comprising one teaching-resident and one mentor-teacher) to collective co-learning across activity systems (e.g. partnership-based teacher education).
Journal Article
Empowered Educators in Singapore
BEST PRACTICES FROM SINGAPORE'S HIGH-PERFORMING SCHOOL SYSTEM Empowered Educators in Singapore is one volume in a series that explores how high-performing educational systems from around the world achieve strong results.
eBook
Empowered Educators
Discover how high-performing systems shape teaching quality around the world
Producing highly skilled and committed teachers is not the work of a single innovative school or the aggregation of heroic individuals who succeed against the odds. In high-performing countries, the opportunities for teachers to learn sophisticated practices and continue to improve are embedded systemically in education policies and practices. Empowered Educators describes how this seemingly magical work is done—how a number of forward-thinking educational systems create a coherent set of policies designed to ensure quality teaching in all communities... and how the results are manifested in practice.
Spanning three continents and five countries, Empowered Educators examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. Renowned education expert Linda Darling-Hammond and a team of esteemed scholars offer lessons learned in a number of areas that shape the teaching force and the work of teachers, shedding unprecedented light on areas such as teacher recruitment, preparation, induction and mentoring, professional learning, career and leadership development, and more.
* Find out how quality teaching is developed and conducted across the globe
* Discover a common set of strategies for developing, supporting, and sustaining the ongoing learning and development of teachers and school leaders
* See how high-performing countries successfully recruit and train educators
* Understand why the sharing of expertise among teachers and administrators within and across schools is beneficial
A fascinating read for researchers, policymakers, administrators, teacher educators, pre-service teachers and leaders, and anyone with an interest in education, this book offers a rare glimpse into the systems that are shaping quality teaching around the world.
eBook
Building bridges : rethinking literacy teacher education in a digital era
Literacy learning continues to be central to schooling, and is currently of major concern to educators, policy developers, and members of the public alike. However, the proliferation of communication channels in this digital era requires a fundamental re-thinking of the nature of literacy and the pedagogy of literacy teaching and teacher education.
eBook
The multiple roles of mentors
Teaching Residents at Teachers College (TR@TC) is an 18-month program that prepares teachers for high-needs schools in New York City in two areas: teaching English to speakers of other languages (TESOL) and teaching students with disabilities. Student teachers, called residents, spend a year working with a mentor teacher. Mentors play three roles: teacher, field-based teacher educator, and learner. With the program entering its sixth year, there are several lessons learned. Mentors need guidance on how to teach adults, general education teachers have an important role to play, it’s crucial to identify partnership schools, and positioning mentors as experts enriches the program as a whole.
Journal Article
Learner-Centered Mentoring
Prevailing teacher education reform initiatives call for preservice preparation to be \"clinically rich\"-shifting the primary locus, and therefore location, of learning from within university walls to schools (National Council for Accreditation of Teacher Education, 2010; New York State Department of Education, 2011; U.S. Department of Education, 2009, 2011). Effective Mentoring in Preservice Teacher Preparation A considerable body of empirical research has reiterated the general sentiment that MTs play a critical role in developing teacher candidates' skills, knowledge, and dispositions. [...]several studies have concluded that good MTs are reflective practitioners (Boreen, Johnson, Niday, & Potts, 2000; Cherian, 2007), work effectively with colleagues (Boreen et al., 2000), maintain a passion for teaching children (Boreen et al., 2000; Graham, 2006; Osunde, 1996), and hold a view of learning to teach that is focused on pupils (Feiman-Nemser & Carver, 2012; Gardiner, 2011). [...]the research has reflected a particular interest in the many roles that MTs play in preparation (Butler & Cuenca, 2012; Clarke et al., 2014; Koc, 2012; Putnam & Borko, 2000; Rozelle & Wilson, 2012; Wang & Odell, 2002; Young, Bullough, Draper, Smith, & Erickson, 2005), particularly around the relational components and mentoring around teaching practice. Many studies have highlighted that both MTs and teacher candidates see a personal and caring relationship as crucial for an effective student teaching experience (Clarke, 2006; Glenn, 2006; Fairbanks, Freedman, & Kahn, 2000). Part of this relationship involves the MT providing a warm and friendly environment as well as emotional support throughout the clinical experience (Beck &...
Journal Article
Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study
This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15 elementary teachers who were selected purposefully through maximum variation sampling. The data were collected through semi-structured interviews and analyzed through content analysis. Teachers reported classroom management problems in relation to physical environment, planning, time management, relationship management, and behavior management that have a connection to students, teachers, schools, classes, curricula, courses, and parents. Teachers described practices they employed to deal with these problems in relation to physical environment (e.g., seating arrangement), planning (e.g., developing effective lesson plans), time management (e.g., preparation for the class beforehand), relationship management (e.g., encouraging team spirit), and behavior management (e.g., assigning responsibilities to students). The sources of classroom management problems and potential solutions employed provide an insight into teachers' classroom management practices as well as implications for improving their classroom management skills.
Journal Article