Reconsidering the novice/expert dichotomy in the K-12 mentor-mentee relationship

Journal of In-Service Education

Volumn 28, Issue 1, 2002, Pages 23-34

  Varghese, Manka M ^a   Wilberschied, Lee ^b  

^a UNIVERSITY OF WASHINGTON   (United States)

^b UNIVERSITY OF CINCINNATI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 53349158752     PISSN: 13674587     EISSN: 17475082     Source Type: Journal    
DOI: 10.1080/13674580200200169     Document Type: Article

References (14)

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5. Lave, J., 1997. “ The Culture of Acquisition and the Practice of Understanding ”. In Situated Cognition:social, semiotic, and psychological perspectives, Edited by:Kirshner, D., and Whitson, J. A., Mahwah:Lawrence Erlbaum.
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11. Wildman, T. M., Magliero, S. G., Niles, R. A., and Niles, J. A., 1992. Teacher Mentoring:an analysis of roles, activities, and conditions. Journal of Teacher Education, 43:205–213.
12. Wilkinson, G. A., 1994. Support for Individualizing Teacher Induction. Action in Teacher Education, 16:52–61.
13. Williams, E. A., Butt, G. W., Gray, C., Leach, S., Marr, A., and Soares, A., 1998. The Mentor's Use of Dialogue within a Secondary Initial Teacher Education Partnership. Educational Review, 50:225–239.
14. Zimpher, N. L., and Rieger, S. R., 1988. Mentoring Teachers:what are the issues?. Theory Into Practice, 28:175–182.