SVOJANOVSKÝ, Petr and Jana OBROVSKÁ. Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity. EUROPEAN JOURNAL OF TEACHER EDUCATION. ENGLAND: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2024, XXX, XXX, p. 1-22. ISSN 0261-9768. Available from: https://dx.doi.org/10.1080/02619768.2024.2311694. |
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@article{2371579, author = {Svojanovský, Petr and Obrovská, Jana}, article_location = {ENGLAND}, article_number = {XXX}, doi = {http://dx.doi.org/10.1080/02619768.2024.2311694}, keywords = {mentoring; pre-service teacher education; student diversity; differentiated instruction; COVID-19}, language = {eng}, issn = {0261-9768}, journal = {EUROPEAN JOURNAL OF TEACHER EDUCATION}, title = {Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity.}, url = {https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2311694}, volume = {XXX}, year = {2024} }
TY - JOUR ID - 2371579 AU - Svojanovský, Petr - Obrovská, Jana PY - 2024 TI - Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity. JF - EUROPEAN JOURNAL OF TEACHER EDUCATION VL - XXX IS - XXX SP - 1-22 EP - 1-22 PB - ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD SN - 02619768 KW - mentoring KW - pre-service teacher education KW - student diversity KW - differentiated instruction KW - COVID-19 UR - https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2311694 N2 - Student diversity in the classroom represents a significant profes-sional challenge for pre-service teachers. The goal of this study is to explore how mentor teachers support pre-service teachers in addressing student diversity during their practicum. Eight pre- service teachers and their six mentor teachers were participants in a multi-sited ethnographic study conducted in the Czech Republic. Data collection took place at lower secondary schools and in a teacher education faculty. We identified seven strategies that mentor teachers use and we explain how these strategies shape pre-service teachers’ thinking and behaviour related to student diversity. The overall outcome presents a contradiction: when men-tor teachers model practice, they tend to emphasise individuality; however, when they provide feedback, they tend to emphasise universality. Importantly, we proved that feedback shaped pre- service teachers more than modelling. From the discussion of our findings, we derive six indicators that determine quality mentoring regarding addressing student diversity. ER -
SVOJANOVSKÝ, Petr and Jana OBROVSKÁ. Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity. \textit{EUROPEAN JOURNAL OF TEACHER EDUCATION}. ENGLAND: ROUTLEDGE JOURNALS, TAYLOR \&{} FRANCIS LTD, 2024, XXX, XXX, p.~1-22. ISSN~0261-9768. Available from: https://dx.doi.org/10.1080/02619768.2024.2311694.
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