Session Information
10 SES 14 C, Research on Professional Knowledge and Identity in Teacher Education
Paper Session
Contribution
The importance of the school based part of initial teacher education has been increasing rapidly throughout Europe and worldwide, together with a demand for a thorough and systematic theoretical reflection. Mentoring seems to be a key element in this process, working as a facilitative means promoting professional learning of prospective teachers.
The research question of the study is to analyse factors which determine mentoring during the practical component of initial teacher education in the Czech republic. Theoretical part gives introduction to the Czech and European mentoring context in teacher education and brings an overview on selected theoretical mentoring models and relevant research findings. An own theoretical mentoring model, developed through the grounded theory research design, was the core of the empirical part of the work. Description of the inductive qualitative methodology explains gradual data collection and analytical techniques of open, axial, selective and thematic coding. Concept mapping through Cmaps Tools software has been chosen for interim and final visualisation of the results. Basic concepts and relations are analyzed and the mentor-mentee relationship is identified as the core cathegory of the analytical story line. The work brings a typology of the mentor-mentee relationship and a complex causal theoretical mentoring model in initial teacher education in the Czech republic. This model is then extrapolated from the comparative perspective, based on a case study of the Dutch mentoring system in initial teacher education. Finally, applications of selected intevention strategies demonstrate desired changes of the model. The study contributes to the discussion about readiness of the Czech teacher education system for innovations, towards current European trends increasing the meaning of the school based part of the pre-service teacher education curriculum.
Method
Expected Outcomes
References
DARLING-HAMMOND, L., CHUNG, R., FRELOW, F. (2002) Variation in teacher preparation. How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), pp. 286-302.
FEIMAN-NEMSER, S. (1998) Teachers as teacher educators. European Journal of Teacher Education, 21 (1), pp. 63 – 74.
FURLONG, J. & MAYNARD, T. (1995) Mentoring student teachers: The growth of professional knowledge. London: Routledge.
HOLMES Group (1986) Tomorrow´s teachers: A report of the Holmes Group. East Lansing: Holmes Group.
KORTHAGEN, F. (2001) Linking Practice and Theory. The Pedagogy of Realistic Teacher Education. Mahwah, NJ, London: Lawrence Erlbaum Associates Publishers.
McINTYRE, D., HAGGER, H., & WILKIN, M. (Eds.) (1993) Mentoring: Perspectives on School-Based Teacher Education. London: Kogan Page.
NOVAK, J. D. & CAÑAS, A. J. (2008)The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMC CmapTools [online]. 2006-01 Rev 01-2008, Florida, Institute for Human and Machine Cognition. Available on WWW:
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