Students as partners beyond formal education: A mentoring partnership in the first year of teaching

Auteurs-es

  • Benjamin Luke Moorhouse The University of Hong Kong
  • Melanie Hye Min Oh Huizhen Academy, Ningbo, China

DOI :

https://doi.org/10.15173/ijsap.v3i2.3893

Mots-clés :

none

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Références

Cook-Sather, A. (2016). Introduction: Mentoring and supervision reconceived as partnership. Teaching and Learning Together in Higher Education, 1(19). Retrieved from http://repository.brynmawr.edu/tlthe/vol1/iss19/1
Gardiner, W. (2017). Mentoring “inside” and “outside” the action of teaching: A professional framework for mentoring. The New Educator, 13(1), 53-71. https://doi.org/10.1080/1547688X.2016.1258849
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25. 207-216. https://doi.org/10.1016/j.tate.2008.09.001
Moorhouse, B.L (2018). Taking an active role in our preservice teachers' overseas teaching experience: Report on an experiential learning project in China. Journal of Education for Teaching, 44(2). https://doi.org/10.1080/02607476.2017.1370482
Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers’ development in the first years of practice. Teaching and Teacher Education, 36, 166-177. https://doi.org/10.1016/j.tate.2013.07.012

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Publié-e

2019-07-17

Comment citer

Moorhouse, B. L., & Oh, M. H. M. (2019). Students as partners beyond formal education: A mentoring partnership in the first year of teaching. International Journal for Students as Partners, 3(2), 156–162. https://doi.org/10.15173/ijsap.v3i2.3893

Numéro

Vol. 3 No. 2 (2019)

Rubrique

Reflective Essays

Licence

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