Mentoring in one's own classroom: An exploratory study of contexts

Teaching and Teacher Education

Volumn 13, Issue 2, 1997, Pages 183-197

  Martin, Daniel ^a  

^a UNIVERSITÉ DU QUÉBEC EN ABITIBI TÉMISCAMINGUE   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031287948     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0742-051X(96)00013-3     Document Type: Article

References (59)

1. Ben-Peretz, M., Rumney S., (1991). Professional thinking in guided practice. Teaching and Teacher Education, 7(5/6) 517-530.
2. Belenky, M. F., McVicker-Clinchy, B., Rule-Goldberger, N., & Mattuck-Tarule, J. (1986). Women's ways of knowing. The development of self, voice and mind. New York: Basic.
3. Bjerrum-Nielsen, H. (1995). Seductive texts with serious intentions. Educational Researcher, 24(1), 4-12.
4. Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501-518.
5. Brouillet, M.-I., & Deaudelin, C. (1994). Étude écosystémique d'un entretien de supervision de stage. Revue des Sciences de l'Éducation, 20(3), 443-466.
6. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
7. Brown, S., & McIntyre, D. (1993). Making sense of teaching. Buckingham: Open University Press.
8. Bruner, J. (1983). Le développement de l'enfant, savoir-faire, savoir dire. Paris: PUF.
9. Burgess, R. (1984). In the field. London: Routledge.
10. Chaiklin, S., & Lave, J. (1993). Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.
11. Clift, R. T., Houston, W. R., & Pugach, M. C. (Eds.), (1990). Encouraging reflective practice in education: An analysis of issues and programs. New York: Teachers College Press.
12. Cole, A. (1992). Being an associate teacher: a feather in one's cap. Education Canada, 32(3), 40-48.
13. Collison, J. (1995). How mentors support student teachers in the application of subject knowledge in infant classrooms. Paper presented at the 1st Conference of the European Educational Research Association, Bath, U.K., 14-17 September.
14. Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-199.
15. Doyle, W. (1986) Classroom organization and management. In Merlin Wittrock (Eds), Handbook of research on teaching (3rd ed., pp. 392-431). New York: Macmillan.
16. Driver, R., Asoko, K., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
17. Dunn, T. G., & Taylor, C. A. (1993). Cooperating teacher advice. Teaching and Teacher Education, 9(4), 411-423.
18. Edwards, A. (1995). What do student teachers want from teacher-mentors? Paper presented at the 1st. Conference of the European Educational Research Association, Bath, U.K., 14-17 September.
19. Eisner, E. (1991). The enlighted eye. New-York: MacMillan.
20. Elliott, B., & Calderhead, J. (1993). Mentoring for teacher development: possibilities and caveats. In D. McIntyre, H. Hagger and M. Wilkin (Eds.) Mentoring: Perspectives on school based teacher education (pp. 190-205). London: Kogan Page.
21. Fenstermacher, G. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of research in education, #20 (pp. 3-56). Washington: American Educational Research Association.
22. Feiman-Nemser, S., Corney, G., & Dembele, M. (1994). Learning from mentors project. Paper presented at the 20th Annual Conference of the British Educational Research Association.
23. Glaser, R. (1991). The maturing of the relationship between the science of learning and cognition and educational practice. Learning and Instruction, 1(2), 129-144.
24. Goodman, J. (1988). University culture and the problem of reforming field experiences in teacher education. Journal of Teacher Education, 29(5), 45-53.
25. Gore, J., & Zeichner, K. (1991). Action research and reflective teaching in preservice teacher education: a case study from the United States. Teaching and Teacher Education, 7(2), 119-136.
26. cc.), 41-50.
27. Guyton, E., & McIntyre, D. J. (1990). Student teaching and school experiences. In R. Houston (Ed.), Handbook of research on teacher education (3rd ed., pp. 514-534). New-York: MacMillan.
28. Haggerty, L. (1995). The use of content analysis to explore conversations between school teacher mentors and student teachers. British Educational Research Journal, 21(2), 183-197.
29. Hendwood, K. L., & Pidgeon, N. F. (1993). Qualitative research and psychological theorizing. In M. Hammersley (Ed.), Social research: Philosophy, politics and practice (pp. 14-32). London: Sage.
30. Lave, J. (1988). Cognition in practice. Cambridge: Cambridge University Press.
31. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
32. Lemma, P. (1993). The cooperating teacher as a supervisor. Journal of Curriculum and Supervision, 8(4), 329-342.
33. Leinhardt, P. (1988). Situated knowledge and expertise in teaching. In J. Calderhead (Ed.), Teachers' professional learning (p. 146-168). Lewes: Falmer.
34. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park: Sage.
35. Little, J. W. (1990). The mentor phenomenon. In C. Cazden (Ed), Review of Research in Education (Vol. 16, pp. 297-352). Washington DC: AERA.
36. Louden, W. (1991). Understanding practice: Continuity and change in teachers' knowledge. London: Cassel.
37. Martin, D. (1996). Case studies in the development of student teacher's practice during their field experiences. Unpublished Ph.D dissertation, University of Bath, U.K.
38. McIntyre, D., & Hagger, H. (1993). Teachers expertise and models of mentoring. In D. McIntyre, H. Hagger and M. Wilkin (Eds.), Mentoring: perspectives on school based teacher education (pp. 86-102). London: Kogan Page.
39. McIntyre, D., Hagger, H., & Wilkin, M. (Eds.). (1993). Mentoring: Perspectives on school based teacher education. London: Kogan Page.
40. McNamara, D. (1995). The influence of student teachers' tutors and mentors upon their classroom practice: an exploration study. Teaching and Teacher Education, 11(1), 51-61.
41. Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: a sourcebook of new methods. Beverly Hills, CA: SAGE.
42. Nias, J. (1989). Primary teachers talking: a study of teaching as work. London: Routledge.
43. Packer, M. J., & Winne, P. H. (1995). The place of cognition in explanations of teaching: a dialog of interpretive and cognitive approaches. Teaching and Teacher Education, 11(1), 1-21.
44. Perron, M., Lessard, C., & Bélanger, P. W. (1993). La professionnalisation de l'enseignement et de la formation des enseignants: tout a-t-il été dit?. Revue des Sciences de l'Education, 19(1), 5-33.
45. Phillips, D. C. (1987). Validity in qualitative research: Why the worry about warrant will not wane?. Education and Urban Society, 20(1), 9-24.
46. Richardson-Koehler, V. (1985). Barriers to the effective supervision of student teaching: a field study. Journal of Teacher Education, 39(2), 28-34.
47. Saunders, S., Pettinger, K. & Tomlinson, P. (1995). Prospective mentors' views on partnership in secondary teacher training. British Educational Research Journal, 21(2), 199-218.
48. Schön, D. (1983). The reflective practitioner: How professionnals think in action. New York: Basic Books.
49. Shulman, L. S. (1987). Knowledge and teaching: Foundations of a new reform. Harvard Educational Review, 57(1), 1-22.
50. Stanulis, R. N. (1995). Classroom teachers as mentors: possibilities for participation in a professional development school context. Teaching and Teacher Education, 11(4), 331-344.
51. Valli, L. (Ed.), (1992). Reflective teacher education: Cases and critiques. Albany: State Univ. of New-York Press.
52. Watzlawick, P. & Weakland, J. H. (1977). The interactional view. New York: Norton.
53. Wilkin, M. (Ed.). (1992). Mentoring in schools. London: Kogan Page.
54. Wood, D. (1988). How children think and learn. Oxford: Basil Blackwell.
55. Yinger, R. (1986). Examining thought in action: a theoretical and methodological critique of research on interactive teaching. Teaching and Teacher Education, 2(3), 263-282.
56. Yinger, R. J., & Hendricks-Lee, M. S. (1991). Working knowledge in teaching. Paper presented at ISATT 5th Conference, University of Surrey, Guildford, England.
57. Zeichner, K. M. (1986). Content and contexts: neglected elements in studies of student teaching as an occasion for learning to teach. Journal of Education for Teaching, 12(1), 5-24.
58. Zeichner, K. M. (1987). The ecology of field experience: toward and understanding of the role of field experience in teacher development. In M. Haberman and J.M. Backus (Eds.), Advances in teacher education (pp. 99-117). Norwood: Ablex.
59. Zeichner, K. M. (1993). Designing educative practicum experiences for prospective teachers. Keynote address presented at the International Conference on Teachers Education; Tel-Aviv, June 27- July 1.