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ERIC Number: EJ861609
Record Type: Journal
Publication Date: 2009-Dec
Pages: 17
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0965-0792
Fostering a Theoretical and Practical Understanding of Teaching as a Relational Process: A Feminist Participatory Study of Mentoring a Doctoral Student
Buck, Gayle A.; Mast, Colette M.; Latta, Margaret A. Macintyre; Kaftan, Juliann M.
Educational Action Research, v17 n4 p505-521 Dec 2009
We were seeking to disrupt the practice of fostering theoretical understandings about teaching and learning in our graduate courses that had little connection to students' teaching practices. We also desired a mentoring approach for graduate students in education that would foster an understanding "and" practice of teaching as a relational process. This paper provides a practitioner account of an action research study focused on the development of such an approach. In a semester-long feminist participatory study, we utilized weekly dialogues, reflective journals, classroom observations and written documents to explore the mentoring experience of one graduate advisor, one graduate teaching assistant, and two critical friends. Through the action research process, a new mentoring approach grounded in the relational process of teaching was realized along with a new understanding of the place of authority and vulnerability in negotiations between mentor and student. (Contains 1 note.)
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: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A