Helping Novices Learn to Teach

By S. Feiman-Nemser. 2001

557 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/27f706f6c703cdc90986c0ba5f9c892729526499

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention (2012, background): “Feiman-Nemser ( 2001 ) studied one exemplary mentor who viewed his role as a co-thinker rather than an expert.”
Improving the learning of newly qualified teachers in the induction year (2011, background): “As a result, participating in a serious mentoring relationship might actually make the first years of teaching more strenuous in the short run while promoting greater rewards for teachers and students in the long run (Feiman-Nemser, 2001, 18).”
Experiences of beginning teachers in a school‐based mentoring program in Sweden (2005, background): “The theory of ‘educative mentorship’ of Feiman-Nemser (2001) could serve as a guideline for mentor courses.”
Using Wenger’s Communities of Practice to Explore a New Teacher Cohort (2011, background): “Feistritzer (2009) indi cates that all states have alternative certification, and nationwide, approximately one third of teachers are prepared through alternative routes.”
(Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice (2004, background): “Feiman-Nemser (2001) describes such practices as educative mentoring or growthproducing experiences.”
Exemplary Mentors' Perspectives towards Mentoring across Mentoring Contexts: Lessons from Collective Case Studies. (2010, unknown): “Good mentors encourage processes rather than solely products of learning (Cochran-Smith & Paris,1992; Feiman-Nemser, 2001b; Shandley, 1989), stressing collaboration over time between mentor and mentee and focusing on the social and professional change in the teacher (Cochran-Smith & Paris, 1992).”
LEARNING TO TEACH: TEACHER CANDIDATES REFLECT ON THE RELATIONAL, CONCEPTUAL, AND CONTEXTUAL INFLUENCES OF RESPONSIVE MENTORSHIP (2007, methodology): “However, a number of teacher educators call for more extensive research in this area (Feiman-Nemser, 2001).”
Strength‐based mentoring in pre‐service teacher education: a literature review (2009, background): “Strength-based mentoring in teacher education The foundation of strength-based mentoring is closely aligned with educative mentoring, in which both mentors and mentees are engaged in continued professional growth (Feiman-Nemser, 2001).”
Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice (2003, methodology): “Those drawing inferences from developmental models often conflate description and prescription, ignoring possibilities of educative mentoring (Feiman-Nemser, 2001) that move beyond more conservative mentoring functions that Little (1990) characterized as situational adjustment, technical advice,…”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “This can be problematic because the field-based teacher preparation aims at preparing preservice teachers with knowledge and practices that can be effectively generated in different contexts of teaching (Feiman-Nemser, 2001a; Grossman et al., 2009).”