Social networking also can give
preservice teachers another mentor, the classroom teacher, in their professional development network.
Not exact matches
Whether you are a school principal,
teacher education program coordinator or field supervisor, a
mentor teacher hosting a student
teacher, or a
preservice teacher, these ideas apply to you.
In another study, researchers conducted a cross-case analysis of four
preservice teachers who implemented technology in grade 4 - 8 science, social studies, or math lessons, with support and feedback from
mentors during a seven - week practicum (Jaipal & Figg, 2010).
School days and class periods are not designed to accommodate the
preservice teacher and
mentor teacher taking time to sit down and discuss the reasons behind the choices and decisions the
teacher made during the lesson.
Individual
mentors may be unable to meet all of the different mentoring needs of
preservice teachers or sometimes might not be optimal personality matches with particular
teacher candidates (Gareis & Nussbaum - Beach, 2007).
This three - way community is a powerful learning space for classroom students,
mentor teachers,
preservice teachers, and
teacher educators.
As the semester progressed and the
preservice teachers gained greater autonomy in teaching, they branched away from their
mentor teacher's approach.
Finally, the
preservice teachers were ready to study the expected solution of the new problem they would
mentor.
The
mentor teacher typically exerted a great deal of control in the beginning of the student teaching placement, so that early lessons created by the
preservice teachers usually followed the content outlines, general approach, and activities of the
mentor teacher.
This project was established when mathematics instructors at both Hope College and WOU proposed that their
preservice teachers act as
mentors in the Math Forum environment.
As
mentors in the PoW environment, the
preservice teachers have a unique opportunity to interact online with young problem solvers.
Preparing technology - savvy
mentor teachers for
preservice field experiences.
The
preservice teachers have access to yearlong
mentors, school - site colleagues, and advisory groups, which may provide the support needed for higher bandwidth discussions.
In addition, even if
mentor -
teachers do have expertise in technology integration and time to
mentor preservice teachers, they may not have the opportunity to model diverse teaching strategies in the limited amount of time a
preservice teacher is present in their classroom, or they may lack of technology resources at a given placement school.
Multiple perspectives are provided not only through the newsletters, but through a range of human and media sources to gain different views and perspectives on the same issue, such as from beginning
teachers,
mentors, highly accomplished
teachers, university lecturers, and
preservice teachers.
Many of the
teachers who have the skills and experiences to serve as
mentors for our
preservice teachers find themselves inundated with other professional responsibilities.
A humble orientation required dialectics of action and reflection that prepared
preservice teachers for their roles as professionals,
mentors, and civil servants.