Mentoring, Not Monitoring: Mediating a Whole-School Model in Supervising Preservice Teachers.
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| Title: | Mentoring, Not Monitoring: Mediating a Whole-School Model in Supervising Preservice Teachers. |
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| Language: | English |
| Authors: | Sanford, Kathy, Hopper, Tim |
| Source: | Alberta Journal of Educational Research. Sum 2000 46(2):149-166. |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2000 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Case Studies, College School Cooperation, Collegiality, Constructivism (Learning), Cooperating Teachers, Educational Cooperation, Foreign Countries, Higher Education, Mentors, Models, Practicum Supervision, Professional Development Schools, Student Teachers, Student Teaching, Teacher Student Relationship |
| Geographic Terms: | Canada |
| ISSN: | 0002-4805 |
| Abstract: | A case study examined a whole-school model for supervising preservice teachers. The model employs constructivist notions that in a social-cultural context a persons' knowledge is created, examined, and transformed rather than simply transmitted and absorbed. The role of university facilitators changed from monitoring to mentoring, enhancing collaboration with school administrators and teachers. (Contains 25 references.) (TD) |
| Entry Date: | 2001 |
| Accession Number: | EJ611945 |
| Database: | ERIC |
| Abstract: | A case study examined a whole-school model for supervising preservice teachers. The model employs constructivist notions that in a social-cultural context a persons' knowledge is created, examined, and transformed rather than simply transmitted and absorbed. The role of university facilitators changed from monitoring to mentoring, enhancing collaboration with school administrators and teachers. (Contains 25 references.) (TD) |
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| ISSN: | 0002-4805 |
