“Every experience is a moving force”: identity and growth through mentoring

By K. Johnson. 2003

105 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e3cb7475e11d81feec2e02f3aae0289e373f29f0

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Citations in the corpus

Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, background): “At the heart of the teaching experience is the relationship between mentor teachers and student teachers (Caruso 2000), which is highly capable of transforming the teachers involved (Johnson 2003).”
Emotions as a lens to explore teacher identity and change: A commentary (2005, background): “, 2005), as it supports all parties’ continuing identity development (Johnson, 2003).”
Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education ☆ (2014, background): “…and emergent tensions in mediated learning shape mentoring relationships (e.g. Bradbury & Koballa, 2008; Graham, 1997; Yayli, 2008); relationships that focus on the teacher's well being and their outcome for the kind of mediated learning exhibited (e.g. Johnson, 2003; Wang & Odell, 2007).”
Teachers’ critical incidents: Ethical dilemmas in teaching practice (2011, background): “According to Johnson (2003), our interactions with pupils frequently move beyond the classroom, and teachers must somehow strike “solidarity and authority” as a balance between being “allies” with pupils while simultaneously “retaining the kind of authority that will allow pupils to respect us”…”
A closer look at the role of mentor teachers in shaping preservice teachers' professional identity (2015, background): “Johnson (2003), argues that the relationship between a mentor teacher and a preservice teacher can transform the teachers involved.”
The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers (2007, background): “…focuses on the changes that cooperating teachers undergo in relation with other people, contexts and situations (Kilbourn & Roberts, 1991; Boreen & Niday, 2000; Awaya et al., 2003; Johnson, 2003) and how relationships are negotiated and renegotiated on the journey to professional development.”