Making Sense of a Failed Triad

By Robert V. Bullough Jr, Roni Jo Draper. 2004

281 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/25498fe6bfa19c44aecedf1776719fc59c5974e2

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In Education

Citations in the corpus

Mapping mentor teachers' roles in mentoring dialogues (2008, background): “…to learn in the workplace is the availability of effective guidance by and cooperation with a mentor teacher whose supervisory approach matches the learning needs of the prospective teacher (Bennett & Carré, 1993; Bullough & Draper, 2004; Geldens, 2007; Kagan, 1992; Williams et al., 1998).”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “…case studies revealed that mentor teachers following this perspective often perceived the theoretical knowledge and ideas to which preservice teachers were exposed in their programs as not valuable in helping them develop local knowledge and teaching practices (Bullough & Draper, 2004; Wang, 2010).”
Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring (2017, background): “In order for that to occur, the supervisory behaviours that surround those interactions require a close alignment of supervisory actions, ideas, discussion and support in relation to PSTs' learning needs (Bullough & Draper, 2004; Jaspers, Meijer, Prins, & Wubbels, 2014; Kemnis et al., 2014).”
Critiquing Teacher Preparation Research (2015, unknown): “…one filled with apprehension, uncertainty, and loneliness for teacher candidates (e.g., Bertone, Chaliès, Clarke, & Méard, 2006; Bullough, 2005; Bullough & Draper, 2004; Jackson, 2001; Phelan et al., 2006; Smagorinsky, Jakubiak, & Moore, 2008; Tillema, 2009; Valencia, Martin, Place, &…”
Complex Interactions in Student Teaching (2009, background): “In part, this may be due to a lack of clarity of roles and communication problems among triad members ( Bullough & Draper, 2004; Koehler, 1988; Slick, 1997).”
Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, background): “…in mentoring situations is the result of several workplace features (Eraut et al., 1998; Holton & Baldwin, 2000) which interact differently with specific characteristics of individual student teachers (Bullough & Draper, 2004; Furlong & Maynard, 1995; Kagan, 1992; Oosterheert & Vermunt, 2001).”
Conceptualizing the Roles of Mentor Teachers During Student Teaching (2012, background): “Placing a novice with a mentor who does not hold to the ideals of the teacher education program can create a divisive environment where supervisor and mentor are in conflict with one another due to differences in beliefs in how student teachers should be socialized (Bullough & Draper, 2004).”
The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships (2010, background): “As noted by Bullough and Draper (2004), the roles undertaken by both the mentor and mentee are influenced by the interactions they are engaged in.”
Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “…regard to the benefits for pre-service and beginning teachers, mentoring positively impacts their developing teaching competencies (Lindgren, 2005), plays a key role in their socialization process (Bullough & Draper, 2004) and provides emotional and psychological support (Marable & Raimondi, 2007).”
‘I knew that she was watching me’: the professional benefits of mentoring (2007, background): “However, research suggests that conflicting perceptions of power relations within a triad sometimes makes intervention by universities problematic (Veal & Rickard, 1998 ; Bullough & Draper, 2004 ).”
Student Teaching’s Contribution to Preservice Teacher Development (2013, background): “Some such pieces offered strong evidence of PST development over time (e.g., Bullough, 1991; Weaver & Stanulis, 1996), as well as sophisticated analyses of field-based and/or university-based teacher educators’ mediation of PST learning (Borko & Mayfield, 1995; Bullough & Draper, 2004).”
School Staff Responses to Gender-Based Bullying as Moral Interpretation (2009, background): “…positioning theory posits that the fluidity and contingency of social interaction makes it possible for people to take up, assign, and/or reject multiple positions, the range of positions is partially delimited by the moral order in which an interaction is situated (Bullough & Draper, 2004).”