Teaching by proxy: understanding how mentors are positioned in partnerships

By Anne Edwards *, L. Protheroe. 2004

130 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/db390cd074a20068c529d5450d66cec083590b81

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. C. D'arcy
2. Anne Edwards *
3. Robert V. Bullough Jr
4. Niels Brouwer
5. Paul Hennissen
6. Frank Crasborn
7. Juanjo Mena
8. J. Loughran

In Education

1. F. Korthagen
2. Robert V. Bullough Jr
3. Paul Hennissen
4. Niels Brouwer
5. C. D'arcy
6. Roni Jo Draper
7. Leigh K. Smith
8. Anne Edwards *

Citations in the corpus

• “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007, unknown): “…literature include redesigning instruction (Jonassen & Rohrer-Murphy, 1999; S. Lee & Roth, 2003a), planning for teacher learning (Ball, 2000; Edwards & Protheroe, 2004; Grossman, Smagorinsky, & Valencia, 1999; Kärkkäinen, 1999), providing for learning or physical disabilities (Bakhurst &…”
• Mapping mentor teachers' roles in mentoring dialogues (2008, background): “…teacher and talking from the standpoint of his or her own experience and evaluating the behaviour of the prospective teacher (Ben-Peretz & Rumney, 1991; Edwards & Protheroe, 2004; Evertson & Smithey, 2001; Franke & Dahlgren, 1996; Harrison et al., 2005; Hawkey, 1998b; Williams et al., 1998).”
• Relational Agency in Professional Practice: A CHAT Analysis (2007, background): “They were frustrated by being kept away from their pupils with only the plan to guide the student teacher (Edwards & Protheroe, 2004).”
• Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring (2017, background): “…knowledge that is revealed through mentoring conversations is event-structured, practice-oriented and context based, which means that through mentoring conversations, mentors have a considerable influence on how and what pre-service teachers learn (e.g., Edwards & Protheroe, 2004; Helman, 2006).”
• Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “Through mentoring dialogues, mentor teachers can have a considerable influence on how and what pre-service teachers learn (Edwards & Protheroe, 2004; Helman, 2006).”
• Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, background): “These roles are visible in the intentions, content and approach of mentors’ dialogues with student teachers (e.g. Edwards & Protheroe, 2004).”
• Novice teacher growth and personal models of mentoring: choosing compassion over inquiry (2005, background): “A drawback to this approach is that not all beginning teachers know how to ask for help, or even what to ask for, and do not feel comfortable seeking assistance (see Edwards & Protheroe, 2004).”
• Teacher peer support in social network sites (2016, background): “For example, as advocates of the practical, teachers may provide support through descriptions of aspects of daily practice (Edwards & Protheroe, 2004) and through the sharing of resources (Hew & Hara, 2007).”
• Relational agency and disposition in sociocultural accounts of learning to teach (2004, methodology): “The study is written up in detail elsewhere (Edwards & Protheroe, 2004).”