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SUBJECT: Pre-service Teachers
Peer
mentoring: engaging pre-service teachers in mentoring one another.
By: Le Cornu, Rosie. Mentoring & Tutoring: Partnership in Learning,
Dec2005, Vol. 13 Issue 3, p355-366, 12p; DOI: 10.1080/13611260500105592; (AN
17835317) This article discusses a peer
mentoring teacher education initiative that aims at developing pre-service
teachers’ capacities to participate successfully in learning communities, both
during their initial teacher education and throughout their teaching careers.
Peer mentoring utilizes the latest conceptualization of mentoring, that of
co-mentoring by Bona et al . or that proposed by Hargreaves and Fullan, where
all teachers give and receive support. Such a conceptualization challenges the
traditional assumption that the mentor knows best and is consistent with the
latest approaches to teacher professional development, where teachers are
encouraged to participate in learning communities. A peer mentoring teacher
education initiative is described and three essential elements are highlighted.
[ABSTRACT FROM AUTHOR] http://search.epnet.com/login.aspx?direct=true&db=aph&an=17835317
DO FUTURE
TEACHERS CHOOSE WISELY: A STUDY OF PRE-SERVICE TEACHERS' PERSONALITY PREFERENCE
PROFILES. By: Thornton, Bill; Peltier, Gary; Hill, Gus.
College Student Journal, Sep2005, Vol. 39 Issue 3, p489-496, 8p, 1 chart; (AN
18404421) The No Child Left Behind Act
requires that all teachers in core academic subjects to be "highly
qualified" by the end of the 2005-06 school year. New teacher leave the
profession at an alarming rate--research indicates that 50% have left within
five years of their first job. This article explores the personality types of
pre-service teachers and non-education majors. The authors suggest that more appropriate
screening procedures should be used by teacher preparation programs.
Personality types may relate to teacher success and length of service. [ABSTRACT
FROM AUTHOR http://search.epnet.com/login.aspx?direct=true&db=aph&an=18404421
Pre-service
teachers’ perceptions in beginning education classes.
By: Fajet, Walter; Bello, Manuel; Leftwich, Suzette Ahwee; Mesler, Judith L.;
Shaver, Annis N.. Teaching & Teacher Education, Aug2005, Vol. 21 Issue 6,
p717-727, 11p; DOI: 10.1016/j.tate.2005.05.002; (AN
18151450) Abstract: Based on research
concerning the influence and persistence of beliefs about teaching that
pre-service teachers (students who are not yet teaching professionally) bring
with them to their courses. This study used a survey and semi-structured
interview to ascertain what students in a beginning education course felt were
the qualities and determining characteristics of both good and poor teachers.
Findings suggest that pre-service teachers conceive of teaching primarily as a
task involving affective, interpersonal relationships rather than a profession
requiring a skilled and knowledgeable practitioner. The findings of this study
can be useful in the process of developing teacher education programs. [ABSTRACT
FROM AUTHOR; Copyright 2005 Elsevier] http://search.epnet.com/login.aspx?direct=true&db=aph&an=18151450
Development
of an Instrument: Mentoring for Effective Primary Science Teaching.
By: Hudson, Peter; Skamp, Keith; Brooks, Lyndon. Science Education, Jul2005,
Vol. 89 Issue 4, p657-674, 18p; DOI: 10.1002/sce.20025; (AN
17555625) The article cites a study on
the development of an instrument for mentoring effective primary science
teaching. Delivering and implementing effective mentoring programs for creating
change requires collaborative processes. There is extensive research into
professional school experiences for pre service teachers, as it is recognized
as a vital component for improving teaching practices. Many studies have
researched aspects of generic mentoring of pre service and novice teachers and
these studies have suggested, among other findings, the attributes of effective
mentors as perceived by the key players. Teaching frameworks must emanate from
a common source if primary science teaching is to be collectively uniform and
aim towards the "science for all" theme. It discusses the need to
have systemic reform, which must stem from a central system. The instrument
aimed to be developed is not intended to show the level of expertise a pre
service teacher has reached in teaching primary science, instead it aims to
show the mentoring pre service teachers perceive they have received in the
field of primary science teaching and the mentoring they have not received. http://search.epnet.com/login.aspx?direct=true&db=aph&an=17555625
Peer Assessment Support System (PASS).
By: Lan Li; Steckelberg, Allen L.. TechTrends: Linking Research & Practice
to Improve Learning, Jul/Aug2005, Vol. 49 Issue 4, p80-84, 5p; (AN
19070859) The article describes Peer
Assessment Support System (PASS), a database-driven Web site initially designed
in the spring of 2002 and further improved in 2004 to facilitate a peer
assessment procedure in an undergraduate technology application course for
pre-service teachers at University of Nebraska at Lincoln. One of the class
assignments in the course focused on the students' ability to develop a
WebQuest meeting certain criteria. After students uploaded their WebQuest
projects to the Internet, each student was randomly assigned to review two
peers' projects. As a multi-user system supporting student interaction, PASS
contains separate interfaces for instructors and students. Scaffolding guided
students through the process from basic understanding of the rating rubric to
application of the rubric, and to the improvement of projects using peer
feedback http://search.epnet.com/login.aspx?direct=true&db=aph&an=19070859
Using web
design with pre-service teachers as a means of creating a collaborative
learning environment. By: Leahy, Margaret; Twomey,
Denis. Educational Media International, Jun2005, Vol. 42 Issue 2, p143-151, 9p;
DOI: 10.1080/09523980500060308; (AN 17107956) This study involves a group of over 300
third-year Bachelor of Education students attending St Patrick’s College of
Education, Dublin, Ireland. Working in groups of not more than three, the
students completed an assignment to create a WebQuest. On construction of the
WebQuest the students were asked to reflect on the experience, considering issues
such as collaboration, cooperation, planning, decision-making, time management,
project direction and design. They were also asked to reflect on the impact of
the exercise on their own learning styles and its influence on their concepts
of teaching and learning. Finally, they were asked if the exercise had affected
their ideas of how to use the Internet in school and if they envisage using
WebQuests as part of their teaching in the future. Their reflections were
facilitated by a questionnaire http://search.epnet.com/login.aspx?direct=true&db=aph&an=17107956