Description
This research is a reversal of the traditional concept of the student-teaching research experiment. Instead of studying the clear and stated goal of an apprenticeship, that of a pupil learning from the tutelage of a master, the focus here is on what a mentor-teacher learns from a student-teacher. During the act of teaching a novice, what can a mentor-teacher learn about her own practice, while demonstrating it to a pre-service teacher?
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Contributors
- McCloy, Daniel (Author)
- Beardsley, Audrey (Thesis advisor)
- Serafini, Frank (Committee member)
- Roen, Duane (Committee member)
- Arizona State University (Publisher)
Date Created
- 2011
Subjects
- Educational leadership
- Educational Administration
- Education Policy
- Cognitive Coaching
- Communities of practice
- Embedded Professional Development
- Mentoring
- Reciprocal Learning
- Reciprocal Mentoring
- Cooperating teachers--Case studies.
- Cooperating teachers
- Student teachers--Supervision of--Case studies.
- Student teachers
- Teachers--Education (Continuing education)--Case studies.
- Teachers
- Teachers--In-service training--Case studies.
- Teachers
- Mentoring in education--Case studies.
- Mentoring in education
- Communities of practice--Case studies.
- Communities of practice
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Note
- Partial requirement for: Ed. D., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p. 48-52)Note typebibliography
- Field of study: Educational leadership and policy studies
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Daniel McCloy