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Hudson, Peter – Teachers and Teaching: Theory and Practice, 2016
Mentors' feedback can assist preservice teachers' development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the…
Descriptors: Feedback (Response), Mentors, Preservice Teacher Education, Preservice Teachers
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Hudson, Suzanne; Hudson, Peter; Adie, Lenore – Improving Schools, 2015
Universities and teacher employment bodies seek new, cost-effective ways for graduating classroom-ready teachers. This study involved 32 final-year preservice teachers in an innovative school--university partnership teacher education programme titled, the School-Community Integrated Learning (SCIL) pathway. Data were collected using a five-part…
Descriptors: School Community Relationship, Educational Quality, Educational Experience, Preservice Teachers
Hudson, Peter; Hudson, Sue; Kwan, Tammy; Chan, Cheri; Maclang-Vicencio, Evelina; Ani, Ana-Liza – Australian Teacher Education Association, 2015
University strategic plans emphasise the essential nature of partnerships at national and international levels. Along with establishing collaborative research partnerships, providing professional development to key stakeholders is considered a crucial activity for making and sustaining partnerships. Utilising knowledge from professional…
Descriptors: Case Studies, Mentors, Teacher Effectiveness, Teacher Education
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Hudson, Peter – Journal of Science and Mathematics Education in Southeast Asia, 2014
Preservice teachers articulate the need for more teaching experiences for developing their practices, however, extending beyond existing school arrangements may present difficulties. Thus, it is important to understand preservice teachers' development of pedagogical knowledge practices when in the university setting. This mixed-method study…
Descriptors: Preservice Teachers, Student Teacher Attitudes, Mixed Methods Research, Pedagogical Content Knowledge
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Hudson, Peter – European Journal of Educational Research, 2013
Research indicates attributes and practices for mentor teachers that can be used for effective mentoring. Universities provide guidelines for preservice teacher (mentee) engagement in schools generally from anecdotal evidence, however, what are desirable attributes and practices for mentees? This qualitative study gathers data from 25 mentor…
Descriptors: Foreign Countries, Mentors, Teacher Characteristics, Preservice Teachers
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Hudson, Sue; Hudson, Peter – Journal of Education and Learning, 2013
Reviews into teacher education call for new models that develop preservice teachers' practical knowledge and skills. The study involved 9 mentor teachers and 14 mentees (final-year preservice teachers) working in a new teacher education model, the School-Community Integrated Learning (SCIL) pathway, and analysed data from a Likert survey with…
Descriptors: Preservice Teacher Education, Likert Scales, Experienced Teachers, Preservice Teachers
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Hudson, Peter – Teachers and Teaching: Theory and Practice, 2013
Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for…
Descriptors: Educational Strategies, Mentors, Pedagogical Content Knowledge, Preservice Teacher Education
Hudson, Peter – Journal of Science and Mathematics Education in Southeast Asia, 2010
Reviews into teacher education emphasise the need for preservice teachers to have more school-based experiences. In this study, a school- based experience was organised within a nine-week science curriculum university unit that allowed preservice teachers' repeated experiences in teaching primary science. This research uses a survey, questionnaire…
Descriptors: Feedback (Response), Preservice Teacher Education, Teacher Effectiveness, College School Cooperation
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Hudson, Peter; Usak, Muhammet; Fancovicova, Jana; Erdogan, Mehmet; Prokop, Pavol – Journal of Science Education and Technology, 2010
Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of…
Descriptors: Preservice Teachers, Science Education, Teaching Methods, Scientific Attitudes
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Hudson, Peter; Usak, Muhammet; Savran-Gencer, Ayse – EURASIA Journal of Mathematics, Science & Technology Education, 2010
Throughout the world standards have been developed for teaching in particular key learning areas. These standards also present benchmarks that can assist to measure and compare results from one year to the next. There appears to be no benchmarks for mentoring. An instrument devised to measure mentees' perceptions of their mentoring in primary…
Descriptors: Preservice Teachers, Mentors, Foreign Countries, Teaching Methods
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Hudson, Peter; Nguyen, Hoa Thi Mai; Hudson, Sue – TESL Canada Journal, 2009
Effective mentoring of EFL preservice teachers may advance EFL teaching practices. Five factors for mentoring have been identified, namely, personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. An empirically based survey instrument focused on 106 Vietnamese preservice teachers' perceptions of their mentoring for…
Descriptors: Feedback (Response), Preservice Teachers, Mentors, Pedagogical Content Knowledge