Mentor teachers' practical reasoning about intervening during student teachers' lessons

被引：7

作者：

Jaspers, W. Marieke ^{[1
]}

Prins, Frans ^{[1
]}

Meijer, Paulien C. ^{[2
]}

Wubbels, Theo ^{[1
]}

机构：

[1] Univ Utrecht, Fac Social & Behav Sci, Dept Educ, Heidelberglaan 1, NL-3584 CS Utrecht, Netherlands

[2] Radboud Univ Nijmegen, Grad Sch Educ, Erasmuspl 1, NL-6525 HT Nijmegen, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 75卷

关键词：

Practical arguments; Practical reasoning; Mentor role; Teacher role; Intervene; Primary education; COOPERATING TEACHER; ROLES; RESPONSIBILITIES; PARTICIPATION; ARGUMENTS; EDUCATOR; BELIEFS;

D O I：

10.1016/j.tate.2018.07.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this exploratory study, we analyzed mentor teachers' (MTs') reasoning about whether, when, and how to intervene during student teachers' (STs') lessons. We applied Fenstermacher's theory on practical arguments and found that MTs intervene primarily by guiding their pupils. MTs balance situational premises (e.g., ST and pupil characteristics, and triggers such as pupils behaving disruptively or STs making mistakes in the lesson content), value premises concerning mentoring and teaching, and empirical premises about the effects of intervening on STs' and pupils' well-being and development. We suggest MTs' intervening to not only cater to pupils' but also to STs' development needs. (C) 2018 Elsevier Ltd. All rights reserved.

引用

页码：327 / 342

页数：16

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