ERIC Number: EJ1027504
Record Type: Journal
Publication Date: 2014
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1361-1267
EISSN: N/A
The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers
Achinstein, Betty; Davis, Emily
Mentoring & Tutoring: Partnership in Learning, v22 n2 p104-126 2014
While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content mentors identify as knowledge/practices needed for subject-specific mentoring? How is subject-specific mentoring enacted? What complexities arise? We found: (a) developing novices' content teaching is a distinct mentor role; (b) a knowledge/practice base, with mentor's pedagogical content knowledge and knowledge of content-specific assessment most frequently reported; and (c) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students' disciplinary thinking, and tensions between content-focused and socio-emotional mentor roles.
Descriptors: Beginning Teachers, Beginning Teacher Induction, Mentors, Pedagogical Content Knowledge, Knowledge Base for Teaching, Case Studies, Secondary School Teachers, Teacher Collaboration, Focus Groups, Questionnaires, Interviews, Program Effectiveness, Teacher Competencies, Evaluation Methods, Data Collection, Formative Evaluation, Teacher Attitudes, Vignettes, Teacher Role
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A