Student Teachers' Perceptions of School-based Mentoring in Initial Teacher Training (ITT)
By A. Hobson. 2002
169 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/dd944d34de098eb5a84b8b37938f0e967d74f63b
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In Education
- M. Izadinia
- Robert V. Bullough Jr
- F. Korthagen
- Roni Jo Draper
- Niels Brouwer
- Paul Hennissen
- Leigh K. Smith
- Marion Jones
Citations in the corpus
- Mentoring beginning teachers: What we know and what we don't (2009, background): “Fourthly, numerous studies have found that one of the most valued aspects of the work undertaken by mentors is lesson observation (both of and by the mentee) with subsequent analysis of the processes involved (e.g. Foster, 1999; Heilbronn, Jones, Bubb, & Totterdell, 2002; Hobson, 2002).”
- What informs mentors' practice when working with trainees and newly qualified teachers? An investigation into mentors' professional knowledge base (2006, result): “This resonates with findings from a study by Hobson (2002), according to which trainees associated their higher education courses with theory, whilst school experience was strictly consigned tom the realm of practice.”
- Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “…2001), that their professional learning develops at different speeds (Furlong & Maynard, 1995), and that from the pre-service and beginning teacher perspective, mentor teachers do not always succeed in balancing emotional support and task assistance adequately (Butcher, 2002; Hobson, 2002).”
- Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, background): “For instance, when feedback given to student teachers was not helpful both parties might feel frustrated and tensions run high (Maynard 2000, Hobson 2002).”
- Novice teacher growth and personal models of mentoring: choosing compassion over inquiry (2005, background): “As reported elsewhere (Hobson, 2002), there was a pronounced hesitancy on the part of virtually all the mentors to offer critical feedback of almost any kind.”