Aligning Mentorship Style With Beginning Teachers' Development
Contextual Supervision
Bibliographic Data
| ID | 8157773 |
|---|---|
| Authors | Edwin G Ralph (University of Saskatchewan, corresponding author) |
| Year | 2000 |
| Volume | 46 |
| Issue | 4 |
| Publication date | 2000-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v46i4.54828 |
| OpenAlex | W4391905975 |
| Language | EN |
| References cited | 3 |
Contextual Supervision (CS), a developmental mentoring model recently designed, applied, and refined in a teaching internship setting in Western Canada, has been shown to be useful in providing guidance to the supervision of teacher-interns during their extended practicum. The present study (in which the author was a participant observer) provides further qualitative and quantitative evidence that illustrates the effectiveness of CS in guiding practicum supervisors in the task of helping beginning teachers to develop their instructional skills. It also suggests that the CS model can prove useful in supervisory practice with developing practitioners in a variety of instructional settings
Archaeology · Faculty Development · Geography · Mathematics education · Medical education · Mentorship · Pedagogy · Professional development · Style (visual arts) · Collaborative Teaching and Inclusion · Educational and Psychological Assessments · Medicine · Psychology · Reflective Practices in Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |