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ERIC Number: ED500031
Record Type: Non-Journal
Publication Date: 2007
Pages: 32
Abstractor: Author
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1554-5210
A Plea for a Mentoring Framework That Promotes Dialogic Professional Learning in the ELT Teacher Education Context
Hussein, Jeylan Wolyie
International Journal of Progressive Education, v3 n2 2007
The paper emerged out of my own and my colleagues' growing discontent with the traditional, ill-organized and unproductive way of evaluating the one-month-teaching practice of student teachers of English Language Teaching (ELT) at Haramaya University. It advances the argument that student teacher evaluation systems should be restructured to represent the voices and experiences of the student teachers. Towards this end, I proposed a mentoring framework that potentially encourages student teachers to become critical practitioners. The model I propose emphasizes the professional agency of the student teacher. The paper holds the position that to transform their views of teaching and learning, student teachers as well as their trainers should be empowered to seek justice and emancipation from the traditional model of evaluation. Finally, it attempts to leave readers with the impression that if we prefer our zone of comfort at the expense of our student teachers' growth, we must know that we are jeopardizing the fate of teacher education. (Contains 5 tables and 1 figure. Haramaya University Guideline for Evaluating a Student Teacher in Practice Teaching is appended.)
International Association of Educators. 1971 South Orchard Street, University of Illinois, Urbana, IL 61801. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Publication Type: Journal Articles; Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia