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Peer reviewed
Direct linkHudson, Peter – European Journal of Teacher Education, 2014
Mentors play a key role in developing preservice teachers for their chosen careers, and providing feedback appears as a significant relational interaction between the mentor and mentee that assists in guiding the mentee's practices. But what are mentors' perspectives on providing feedback to their mentees? In this case study, eight…
Descriptors: Mentors, Preservice Teachers, Feedback (Response), Observation
Hudson, Peter; Usak, Muhammet; Savran-Gencer, Ayse – European Journal of Teacher Education, 2009
Primary science education is a concern around the world and quality mentoring within schools can develop pre-service teachers' practices. A five-factor model for mentoring has been identified, namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Final-year pre-service teachers (mentees, n = 211) from…
Descriptors: Mentors, Pedagogical Content Knowledge, Science Curriculum, Performance Factors
Hudson, Peter – European Journal of Teacher Education, 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…
Descriptors: Elementary Education, Elementary School Teachers, Mentors, Constructivism (Learning)
