TY - JOUR
T1 - Uncovering mentor teachers’ interactive cognitions during mentoring dialogues
AU - Hennissen, P.P.M.
AU - Crasborn, F.J.A.J.
AU - Brouwer, C.N.
AU - Korthagen, F.A.J.
AU - Bergen, T.C.M.
PY - 2010
Y1 - 2010
N2 - In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers' interactive cognitions, before and after training in supervisory skills. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behaviour.
AB - In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers' interactive cognitions, before and after training in supervisory skills. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behaviour.
U2 - 10.1016/j.tate.2009.02.022
DO - 10.1016/j.tate.2009.02.022
M3 - Article
SN - 0742-051X
VL - 26
SP - 207
EP - 214
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 2
ER -