Poetic Inquiry as a Tool for Interrogating Mentoring Relationships in Teacher Preparation

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH LEARNing Landscapes Pub Date : 2023-07-11 DOI:10.36510/learnland.v16i1.1089
Rabab Abi-Hanna, Tiffany DeJaynes, A. Gulla
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引用次数: 0

Abstract

In this article the authors, a Mathematics education professor and two English education professors, describe how we used poetic inquiry in peer-led professional development workshops for field supervisors, who observe and evaluate teacher candidates. Poetic inquiry was taken up to better understand our shared experiences of mentoring teacher candidates and to deepen our thinking about our own pedagogical practices. The experience of writing and sharing these poems in our monthly workshops highlighted commonalities in our values and approaches to mentoring teacher candidates and allowed us to reflect on our own identities and how they influence our practices.
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诗意探究作为探究教师准备中导师关系的工具
在这篇文章中,作者,一位数学教育教授和两位英语教育教授,描述了我们如何在同行领导的专业发展研讨会上为现场主管使用诗歌探究,他们观察和评估教师候选人。诗歌探究是为了更好地理解我们在指导教师候选人方面的共同经验,并加深我们对自己教学实践的思考。在我们每月一次的工作坊中写作和分享这些诗歌的经历,突出了我们在指导教师候选人的价值观和方法上的共同点,并让我们反思自己的身份,以及它们如何影响我们的实践。
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来源期刊
LEARNing Landscapes
LEARNing Landscapes EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.60
自引率
0.00%
发文量
28
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