Mentoring in TGfU teaching
Mutual engagement of pre-service teachers, cooperating teachers and university supervisors
Bibliographic Data
| ID | 12565713 |
|---|---|
| Authors | Lijuan Wang (0000-0002-2225-6483, Shanghai University of Sports, China), Amy S Ha (0000-0002-9943-9122, Chinese University of Hong Kong, corresponding author), Amy Ha (The Chinese University of Hong Kong, Hong Kong) |
| Year | 2012 |
| Volume | 18 |
| Issue | 1 |
| Pages | 47-61 |
| Publication date | 2012-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x11430654 |
| OpenAlex | W2125544592 |
| Language | EN |
| Citations received | 10 |
| References cited | 36 |
This study aims to examine the approaches used in mentoring and investigate the interactions occurring between pre-service teachers and mentors during the mentoring process. The study is placed in the context of the implementation of Teaching Games for Understanding (TGfU). The theoretical framework of this study was based on situated learning theory. Written artefacts and interview transcripts were collected from ten pre-service teachers, nine cooperating teachers and three university supervisors. Findings indicate that although a hierarchy mentoring model is adopted by mentors to supervise the teaching of pre-service teachers, interactions occur between pre-service teachers and mentors during the mentoring process in TGfU teaching. According to the perspective of pre-service teachers, university supervisors assisted them in acquiring a better understanding and facilitating the teaching of TGfU, although some suggestions are idealistic. The mentoring from cooperating teachers did not focus on TGfU teaching due to their limited knowledge of the subject. From the perspective of mentors, the mentoring in TGfU teaching resulted in their own professional growth. Based on the findings, we suggest that situated learning theory and the mentoring model be modified and developed further
Context (archaeology · Faculty Development · Hierarchy · Mathematics education · Pedagogy · Perspective (graphical · Physical education · Professional development · Situated · Teacher education · Teaching method · Collaborative Teaching and Inclusion · Computer Science · Physical Education and Pedagogy · Psychology · Teacher Education and Leadership Studies
A review of the game-centred approaches to teaching and coaching literature since 2006
The Feedback Given by University Supervisors to Student Teachers During Their Co-assessment Meetings
Supporting Pete students to implement an alternative pedagogy
Supporting preservice teachers to implement an alternative physical education pedagogy on practicum
Dilemmas faced by pre-service teachers when learning about and implementing a game-centred approach
Pre-service teachers’ entry onto a physical education teacher education programme, and associated interests and dispositions
Combined teaching games for understanding and sport education in PE can improve student emotion regulation, intrapersonal intelligence and psychomotor skills
Standing on the periphery’
The experience of teaching using a game based approach
Practicum in Physical Education Teacher Education
Basic Content Analysis
Communities of Practice
Teaching Games for Understanding and Situated Learning
Situated Learning in Physical Education
Learning to Teach against the Grain
Factors influencing pre-service teachers' perception of teaching games for understanding
The theory of planned behaviour
Pre-service teachers’ perception of Teaching Games for Understanding
Restructuring a traditional student teacher supervision model
Effects of collaborative mentoring on the articulation of training and classroom situations
Jumping in”
Mentoring as a journey
Understanding Mentoring
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover
Situated Cognition and the Culture of Learning
Student Teaching in England
Constructing Co-Mentoring Partnerships
Situated Learning
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,83 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |