NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1078456
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0261-9768
Moving beyond the Reflectivity of Post-Lesson Mentoring Conferences in Teacher Education and Creating Learning/development Opportunities for Pre-Service Teachers
Ciavaldini-Cartaut, Solange
European Journal of Teacher Education, v38 n4 p496-511 2015
This longitudinal case study suggests ways to move beyond the reflective process usually associated with post-lesson mentoring conferences by describing the modalities likely to generate real learning/development opportunities. Based on cultural-historical activity theories (CHAT) and using methodologies from sociodiscursive interactionism, this study shows the joint construction of the meaning of teaching experience and proposes aids for developing the pre-service teacher's power to act more effectively in the classroom. It provides a source for transforming the traditional mentoring methods, mediations and arrangements in teacher education. Proposals are made to further professionalise co-operating teachers at the new Graduate Schools of Teacher Education in France.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France