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Direct linkKnezic, Dubravka; Meijer, Paulien; Toom, Auli; Leijen, Äli; Mena, Juanjo; Husu, Jukka – European Journal of Teacher Education, 2019
This paper compares three types of dialogues as reflective tools in placement learning: supervisory dialogues (mentor to student-teacher), peer dialogues (student teacher to student teacher) and self-dialogues (student teachers to themselves). Forty-four Dutch student teachers utilised the procedure of guided reflection to talk about their…
Descriptors: Student Placement, Student Teachers, Comparative Analysis, Teaching Experience
Crasborn, Frank; Hennissen, Paul; Brouwer, Niels; Korthagen, Fred; Bergen, Theo – Teachers and Teaching: Theory and Practice, 2010
The main goal of the current study is to capture differential frequencies of mentor teachers' reflective moments, as indicators of different levels of consciousness in mentor teachers' use and acquisition of supervisory skills during mentoring dialogues. For each of the 30 participants, two mentoring dialogues were analyzed: one before and one…
Descriptors: Mentors, Supervision, Supervisory Training, Teaching Methods
Hennissen, Paul; Crasborn, Frank; Brouwer, Niels; Korthagen, Fred; Bergen, Theo – Educational Research Review, 2008
This literature study deals with the issue of how to conceptualize the supervisory behaviour of mentor teachers in mentoring dialogues by systematically examining empirical literature on key aspects of mentor teachers' behaviour during dialogues with prospective teachers. From the findings a model is derived which can be used to study mentor…
Descriptors: Mentors, Teacher Role, Concept Mapping, Role Perception
Download full textVonk, J. H. C. – 1993
The mentoring model described in this paper assumes teachers to be self-directing professionals, and adopts the formalized mentor-protege relationship as the starting point and the individual teacher's professional development as the organizing principle for the induction of teachers into the profession. The essential elements of a mentor's…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Faculty Development
Vonk, J. H. C. – 1996
This paper reports on an element of a long term research project on the development of a conceptual framework for the training of mentors of beginning teachers. Three aspects are being investigated: (1) mentors' perceptions about mentoring; (2) the relation between mentors' perceptions and their actions in practice; and (3) the effect of mentoring…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Case Studies, Foreign Countries
Vonk, J. H. C. – 1995
In this paper a conceptual framework is presented which describes the various dimensions and factors that constitute the processes of a beginning teacher's professional development during preservice and the induction period. The frame in question is based on data resulting from earlier research and on a broad study of recent literature. The model…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Educational Environment, Elementary Secondary Education
