|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|373857||622449||2015||10 صفحه PDF||سفارش دهید||دانلود رایگان|
• The impact of mentoring relationship on professional identity of seven preservice was examined.
• When the mentoring relationship was positive the confidence level grew in the participants.
• But some participants experienced negative mentoring relationship and they felt less like a teacher at the end of the course.
This paper focuses on the extent to which mentoring relationships played a role in creating changes in the professional identity of seven preservice teachers. Semi-structured interviews, observations and reflective journals were used to document the changes experienced by participants as they went through their two placements during their one-year teacher education course. The data indicated that when the mentoring relationships were positive and expectations were met, preservice teachers felt more confident as a teacher. However, for some participants, who experienced a partially negative mentoring relationship, their confidence declined and they felt they did not improve. Implications for practice are discussed.
Journal: Teaching and Teacher Education - Volume 52, November 2015, Pages 1–10