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Group Mentoring: Facilitating Teacher Reflection

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Part of the English Language Education book series (ELED)

Abstract

This chapter introduces the use of an integrated mode of mentoring (group mentoring) for pre-service teachers during the practicum as an approach to facilitating teacher reflection. The chapter reports findings from a qualitative study which explored how this model of mentoring fostered pre-service teachers’ reflection. It describes in detail the implementation of this model and its effectiveness in developing pre-service teachers’ reflective skills using data from interviews and recordings of mentoring conversations.

Keywords

Teaching Practice Student Teacher Group Mentor Critical Reflection Feedback Session 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  1. 1.School of EducationThe University of New South WalesSydneyAustralia

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