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ERIC Number: EJ680160
Record Type: Journal
Publication Date: 2004-Jun
Pages: 7
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0261-9768
EISSN: N/A
Available Date: N/A
Specific Mentoring: A Theory and Model for Developing Primary Science Teaching Practices
Hudson, Peter
European Journal of Teacher Education, v27 n2 p139-146 Jun 2004
The transition from generic mentoring to specific mentoring practices can provide a stronger focus for developing preservice primary teachers (mentees) in subject-specific areas. Constructivist theory and a five-factor model towards specific subject mentoring are proposed as ways to develop mentees' teaching practices. Firstly, constructivist theory complements mentoring within field experiences (practicum/internship), as it can be used to build upon prior understandings towards developing the mentee's knowledge and skills for teaching. Secondly, the picture that emerges from the literature shows five factors for mentoring, namely: (1) personal attributes that the mentor needs to exhibit for constructive dialogue; (2) system requirements that focus on curriculum directives and policies; (3) pedagogical knowledge for articulating effective teaching practices; (4) modelling of efficient and effective practice; and (5) feedback for the purposes of reflection for improving practice. It is argued that 'generalist' primary teachers in their roles as mentors will require specific mentoring strategies linked to these five factors to enable effective mentoring in specific subject areas.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free).
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A