NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ786715
Record Type: Journal
Publication Date: 2008-Apr
Pages: 14
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Effects of Collaborative Mentoring on the Articulation of Training and Classroom Situations: A Case Study in the French School System
Chalies, Sebastien; Bertone, Stefano; Flavier, Eric; Durand, Marc
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n3 p550-563 Apr 2008
This study assessed the effects of a collaborative mentoring sequence on the professional development of a preservice teacher (PT). The analysis of data from observation and self-confrontation interviews identified work rules [Wittgenstein, L. (1996). In G. E. M. Anscomb & G. H. Von Wright (Eds.), "Remarques philosophiques" ["Philosophical investigations"]. Oxford: Blackwell] that were learned and/or used by the PT and from which we were able to evaluate his professional development. By following the trace of these rules, we showed that in some circumstances collaborative mentoring provides a better articulation between traditional training situations (co-preparation and co-evaluation of lessons) and the classroom situation than traditional models. From a description and discussion of these circumstances, the conditions for applying these findings to optimize training programs are discussed.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France