A partnership in induction and mentoring : noticing how we improve our practice
Data(s) |
01/01/2010
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Resumo |
This article focuses on the induction and mentoring of early career teachers. The context is a suburban primary school in Victoria, Australia, as the school develops mentoring networks for graduate and beginning teachers. Instigated from a school–university partnership, the research draws from the traditions of practitioner research. In the research design and likewise in successful mentoring the importance of a genuine commitment to the discipline of reflective practice or what we have come to describe as “ noticing ” (Mason, 2002; Moss et al., 2004) is illustrated. The approach offers a new method for small scale–close up research in teacher education.<br /> |
Identificador | |
Idioma(s) |
eng |
Publicador |
Social Science Press |
Relação |
http://dro.deakin.edu.au/eserv/DU:30034101/moss-partnershipininduction-2010.pdf http://ro.ecu.edu.au/ajte/vol35/iss7/4/ |
Direitos |
2010, Social Science Press |
Tipo |
Journal Article |