کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
373972 622461 2015 14 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice
ترجمه فارسی عنوان
مشاوره آموزش تازه کار از استدلال های تاریخی: فرصت برای توسعه دانش محتوای آموزشی از طریق تسهیل تمرین مربی
کلمات کلیدی
مشاوره؛ معلمان جدید. نظارت معلمان تاریخ
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
چکیده انگلیسی


• Mentoring can promote novices' teaching of historical reasoning aligned with reforms.
• Conceptual and practical representations, approximations of practice key to mentoring.
• Content mentors diagnose and develop novices' pedagogical content knowledge level.
• Mentors' bi-level pedagogical content knowledge targets novice and student learning.

While worldwide policy attention turns to mentoring to develop new teachers' practice, researchers have not investigated mentoring exchanges that support novices' teaching of historical reasoning and pedagogical content knowledge (PCK) development. Drawing on case studies of U.S. mentor–novice pairs, authors ask: How, if at all, is the teaching of history represented in mentoring conversations? How, if at all, do mentoring exchanges support novices' teaching of historical reasoning? Authors illustrate how mentoring conversations can support PCK elements through guided conceptual and practical representations of disciplinary history instruction; and reveal a form of mentor PCK for diagnosing and supporting novices' PCK development.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 45, January 2015, Pages 45–58
نویسندگان
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