ERIC Number: EJ1088010
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 25
Mentored Teaching, or How I Learned to Stop Worrying and Love Teaching
Blais, Julie; Motz, Christopher P.; Pychyl, Timothy A.
College Teaching, v64 n1 p1-9 2016
The purpose of this paper is to describe the Mentored-Teaching Program (MTP), an initiative in the development of graduate student teaching through discipline-based mentored-teaching practice. We begin with a brief overview of what is required to create a seminar in university teaching and the MTP from the departmental perspective. We then turn our focus to the benefits of the MTP for students and teachers specifically from the perspective of the mentor. Finally, the student mentee describes her experiences, applying a theoretical framework taken from the scholarship of teaching and learning in identifying four different lenses from which she came to understand her development as a teacher through this program. Overall, the MTP (in combination with the seminar in University teaching) emphasizes not only the importance of teaching as a collaborative process, but also the importance of combining theory with practice in order to develop into critically reflective teachers.
Descriptors: Teacher Student Relationship, Mentors, Graduate Study, Graduate Students, Graduate School Faculty, Teaching Methods, Theory Practice Relationship, Reflective Teaching, Teacher Response, Teacher Effectiveness, Teacher Attitudes, Teacher Behavior, Teacher Role, Teachers, Outcomes of Education, Higher Education, Foreign Countries
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada