Contexts of mentoring and opportunities for learning to teach: a comparative study of mentoring practice

By Jian Wang. 2001

234 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e4cb281bfed9462ff9af91cbb25d969d027c1a74

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Citations in the corpus

Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, background): “Hence, roles of mentor teachers’ in mentoring dialogues must also be understood as being embedded in mentor teachers’ work context (Gee, 1996), and as being shaped by contextual, curricular, population, and school culture factors (Wang, 2001).”
Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis (2015, background): “The process of becoming amentor for NQTs is therefore of the utmost importance, since being a good teacher is not necessarily the same as being a good mentor (Bullough, 2012; Orland, 2001; Wang, 2001).”
An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience (2010, background): “Some of the issues investigated in the literature concerning post‐lesson conferences are the content of the feedback (Lewis 1998 ), the importance of supervisor–student teacher collaboration (Holland 1989 ), mentoring practices in different contexts (Wang 2001 ), and what constitutes mentors’ kno”
Teacher Vulnerability and Teachability: A Case Study of a Mentor and Two Interns (2005, result): “…to be responsive to the interns, to do whatever they could to facilitate intern development and to be supportive, especially emotionally, but not pushy.3 Other studies have reported similar findings, including a hesitancy on the part of mentors to interfere with novices’ autonomy (Wang, 2001).”
Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice (2003, background): “In a comparative study of mentoring of new teachers in the United States, Britain, and China, Wang (2001) found that while mentors identified focus on individual students as a central goal in mentoring new teachers, less than 5% of their mentor-novice interactions were devoted to such concerns.”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “…by their unique school experiences (Achinstein & Athanases, 2005; Ladson-Billings, 1995), cultures of teaching in their placement school (Kardos et al., 2001; Wang, 2001), and the kinds of knowledge and experiences developed in their programs (Cochran-Smith & Lytle, 2009; Sykes et al., 2010).”
The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers (2007, background): “Calderhead and Shorrock ( 1997 ) and Wang ( 2000 ) report that orientations to teaching and teacher education are culturally embedded and that teachers from different countries hold varying perspectives, dependent upon the political system and the social and educational norms prevalent in their coun”
Exemplary Mentors' Perspectives towards Mentoring across Mentoring Contexts: Lessons from Collective Case Studies. (2010, background): “Only a few studies have focused specifically on the context of mentoring (Brown, Collins, & Duguid, 1989; Wang, 2001), underscoring the practice ofmentoring as a contextual activity.”
Mentoring support and the professional development of beginning teachers: a Chinese perspective (2007, background): “In many countries such as the United States and the United Kingdom, some form of teacher mentoring or induction is provided to help beginning teachers adapt to the school workplace.”
Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, background): “Teachers work in a tightly structured organisation based on their subject content, through which they collaboratively plan, observe and discuss each other’s teaching regularly guided by centralised curriculum materials and suggested teaching practices (Paine & Ma, 1993; Wang, 2001).”