|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|373972||622461||2015||14 صفحه PDF||سفارش دهید||دانلود رایگان|
• 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.
Journal: Teaching and Teacher Education - Volume 45, January 2015, Pages 45–58