Mentoring pre-service teachers on school students' differentiated learning

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Permanent URL for this page: http://hdl.voced.edu.au/10707/265737.


Author: Hudson, Peter

Abstract:

This Australian study explores the mentoring of pre-service teachers in selecting and implementing teaching strategies to meet students' learning needs. Two case studies involving 28 mentor teachers in a professional development program and a mentor-mentee partnership during a four week practicum provided data about mentoring teaching strategies for differentiated learning. Findings showed that contexts for learning about differentiation occurred at the pre-action, in-action, and post-action stages. Central to each stage were pedagogical knowledge practices such as planning, preparation, classroom management, assessment, and problem solving (reflection-in-action to present solutions to problems) as key to in-action strategising and the mentoring processes. Mentoring pre-service teachers on how to devise teaching strategies for differentiated learning needs to be researched with a wider range of mentors and pre-service teachers, including those at different stages of development.

Published abstract.

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This Australian study explores the mentoring of pre-service teachers in selecting and implementing teaching strategies to meet students' learning needs. Two case studies involving 28 mentor teachers in a professional development program and a mentor-mentee partnership during a four week practicum provided data about mentoring teaching strategies for differentiated learning. Findings showed that contexts for learning about differentiation occurred at the pre-action, in-action, and post-action stages. Central to each stage were pedagogical knowledge practices such as planning, ...  [+] Show more

Subjects: Providers of education and training; Teaching and learning; Workforce development; Research

Keywords: Mentoring; Student teachers; Teachers; Teacher training; Professional development; Case study

Geographic subjects: Australia; Oceania

Published: Oxford, England: Oxford Brookes University, 2013

Access item:
http://business.brookes.ac.uk/commercial/work/iccld/ijebcm/documents/vol11issue1-paper-07.pdf

Journal title: International journal of evidence based coaching and mentoring

Journal volume : 11

Journal number: 1

Journal date: February 2013

Pages: pp. 112-128

ISSN: 1741-8305

Resource type: Article

Peer reviewed: Yes

Call Number:
TD/TNC 113.198



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