Promoting versatility in mentor teachers’ use of supervisory skills

By Frank Crasborn, Paul Hennissen, Niels Brouwer, F. Korthagen, T. Bergen. 2008

131 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6880d995694a82d8fbe5176445b64f03746c3907

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Citations in the corpus

Maximizing the Potential of Mentoring: A Framework for Pre-service Teacher Education (2014, background): “However, the mentor may also need to draw upon supervisory roles such as those of assessor and evaluator in the pre-service teacher education context (Ambrosetti, 2012; Crasborn et al., 2008; Fransson, 2010; Jones, 2000; Le Maistre, Boudreau, & Paré, 2006; Tillema et al., 2011; Walkington, 2005b).”
The Gradual Increase of Responsibility Model: Coaching for Teacher Change (2012, background): “Although studies acknowledge that teachers' professional development takes place at different speeds and that their needs change over time ( Crasborn, Hennissen, Brouwer, Korthagen, & Bergen, 2008 ), there is a “paucity of research literature that reports on effects of incremental phases of professi”
Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, background): “Crasborn et al. / Teaching and Teacher Education 27 (2011) 320e331 321”
Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, methodology): “The data of two parallel studies (Crasborn et al., 2010; Hennissen, Crasborn, Brouwer, Korthagen, & Bergen, 2010) with the same groupof 30 participants as in the current study, point towards a close interaction of mentor teachers’ behaviour and thinking during mentoring dialogues.More specifically, ”
Research on teaching practicum – a systematic review (2015, background): “…Allsopp et al. (2006) Questionnaire, Interview, Observation and Reflective Journal Ferrier-Kerr (2009) Others Action research White (2009) Experimental Crasborn et al. (2008) Theoretical or Literature Review Lu (2010) *Most frequently used data collection tools are: Interview – Written reflection…”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “Third, with appropriate and focused training, mentor teachers could develop the skills necessary for engaging preservice teachers in analyzing core teaching practices (Crasborn et al., 2008; Hennissen et al., 2010) and in supporting them to analyze exemplary teaching practices with attention to the ”
Mentoring beginning teachers: What we know and what we don't (2009, background): “…issues with beginning teacher mentees (Lindgren, 2005); and of mentor preparation activities directed at the development of their interpersonal skills (Rippon & Martin, 2006) or their ability to stimulate mentees to reflect on their actions (Crasborn et al., 2008; Dunne & Bennett, 1997).”
Promoting teacher reflection: what is said to be done (2011, background): “With regard to the second point, above, it has been claimed that training in reflection needs to be based on action research procedures, such as observation and analysis of classroom situations (Samaras 2002), and on mentor guidance that allows teachers to examine critically their practical knowledg”