How do student teachers elicit their mentor teachers’ practical knowledge?
Abstract
The present study focuses on how student-teachers attempt to elicit the practical knowledge of the mentor teachers who supervise their practical training. Having access to the practical knowledge of their mentors means, among other things, that student-teachers have access to the cognitions underlying teaching that can help them to understand their mentors' teaching style, advice, and feedback. The analysis of 29 interviews with student-teachers revealed three self-initiated activities for this access: (1) observing a mentor's lesson; (2) asking specific questions about lessons observed; and (3) discussing the student's lesson or teaching and education in general. Not all the activities mentioned by the student-teachers elicited what is called 'practical knowledge' in the literature. As practical knowledge is an important element of the learning-to-teach process, it was concluded that the stimulation of activities aimed at exploring this knowledge could make a valuable contribution to teacher education. The instruments used in the research on teacher knowledge and beliefs could be helpful for attaining this objective. Implications of this research for teacher education and suggestions for further research are presented.
Reference
Zanting, A., Verloop, N., & Vermunt, J. D. (2003). How do student teachers elicit their mentor teachers' practical knowledge? Teachers and Teaching: Theory and Practice, 9(3), 197-211.
Journal
Teachers and Teaching: Theory and Practice
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- High School (ages 15-18)
- Secondary
Programatic Focus
- English
- foreign language
- History
- Mathematics
- Science
- Social Studies
Research Location Context
Preservice Participants
- Post bachs (university based program)
- Postgraduate teacher education programme
Preservice Sample Size
29
Duration of Data Collection
Data Sources
- Audio recordings
- Interviews
- Transcriptions
Data Analysis Tools
- coding (non-specific)
- Coding with inter-rater reliability check
- Constant comparative analysis
- grounded theory
Researcher Positionality
Research Questions
"In what way do student-teachers of their own accord attempt to access the practical knowledge of the mentor teachers who supervise their practical training?" (p. 201)
Is this research question explicit from the manuscript? Yes