Mentoring the beginning teacher: developing professional autonomy through critical reflection on practice

By J. Harrison, Tony Lawson, Angela Wortley. 2005

138 citations recorded by the source corpus.

Subfields: Education, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/83bb4d641aec02cb5f1e2f9a4f633594bcd8f37d

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In Education

Citations in the corpus

Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “Such a top-down evaluation is in a direct conflict with the central premise of personal growth mentoring that mentors should not impose predetermined criteria for evaluating preservice teachers’ learning to teach (Bradbury & Koballa, 2008; Harrison et al., 2005b).”
Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring (2017, background): “Similarly, Harrison, Lawson, and Wortley (2005) analyzed prompts of critical questioning in two mentoring interactions and how that influenced mentees' articulation of practice.”
Learning to plan, planning to learn: the developing expertise of beginning teachers (2011, background): “Harrison, Lawson, and Wortley’s ( 2005 ) assertion that ‘situated learning theory provides a powerful model of how professionals learn to apply technical knowledge within ever-changing social contexts’ (2005, p.”
Mentoring support and the professional development of beginning teachers: a Chinese perspective (2007, background): “Further, more support and training could be given to mentors on mentoring styles and types of questioning that facilitate critical reflection so that mentors begin to realize that they need to be receptive to new ideas and learn from the mentee (Harrison, Lawson & Wortley, 2005 ).”
Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, background): “Harrison et al. (2005) term these categories deconstructing and/or constructing practice, respectively.”
Promoting versatility in mentor teachers’ use of supervisory skills (2008, unknown): “Research by Harrison et al. (2005) illustrated that mentor teacher training that focuses on the processes concerned with the types of questioning by the mentor teacher which enables the mentee to begin to open themselves up for scrutiny, can begin to create different ways of working.”