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- Publisher Website: 10.1080/10476210.2015.1062979
- Scopus: eid_2-s2.0-84961209735
- WOS: WOS:000386794000004
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Article: Context as mediator: teaching residents’ opportunity and learning in high-need urban schools
Title | Context as mediator: teaching residents’ opportunity and learning in high-need urban schools |
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Authors | |
Keywords | teacher education curriculum cooperating teachers preservice teacher learning student teaching |
Issue Date | 2016 |
Citation | Teaching Education, 2016, v. 27, n. 2, p. 173-193 How to Cite? |
Abstract | © 2015 Taylor & Francis. This article presents findings from an exploratory empirical study of teaching residentsâ opportunities and learning within the overlapping contexts of English as a Second Language (ESL)/special education classrooms and high-need urban schools. Utilizing documentation from the first year of a teacher residency program, our findings illustrate the central role that mentor teachers play in determining the kinds of opportunities afforded to teaching residents and the ways in which factors unique to these clinical contexts shape learning. Implications center on the preparation of mentor teachers and the work of teacher education programs in the US. |
Persistent Identifier | http://hdl.handle.net/10722/249741 |
ISSN | 2023 Impact Factor: 1.5 2023 SCImago Journal Rankings: 0.602 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Kolman, Joni S. | - |
dc.contributor.author | Roegman, Rachel | - |
dc.contributor.author | Goodwin, A. Lin | - |
dc.date.accessioned | 2017-11-28T02:13:09Z | - |
dc.date.available | 2017-11-28T02:13:09Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | Teaching Education, 2016, v. 27, n. 2, p. 173-193 | - |
dc.identifier.issn | 1047-6210 | - |
dc.identifier.uri | http://hdl.handle.net/10722/249741 | - |
dc.description.abstract | © 2015 Taylor & Francis. This article presents findings from an exploratory empirical study of teaching residentsâ opportunities and learning within the overlapping contexts of English as a Second Language (ESL)/special education classrooms and high-need urban schools. Utilizing documentation from the first year of a teacher residency program, our findings illustrate the central role that mentor teachers play in determining the kinds of opportunities afforded to teaching residents and the ways in which factors unique to these clinical contexts shape learning. Implications center on the preparation of mentor teachers and the work of teacher education programs in the US. | - |
dc.language | eng | - |
dc.relation.ispartof | Teaching Education | - |
dc.subject | teacher education curriculum | - |
dc.subject | cooperating teachers | - |
dc.subject | preservice teacher learning | - |
dc.subject | student teaching | - |
dc.title | Context as mediator: teaching residents’ opportunity and learning in high-need urban schools | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/10476210.2015.1062979 | - |
dc.identifier.scopus | eid_2-s2.0-84961209735 | - |
dc.identifier.volume | 27 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 173 | - |
dc.identifier.epage | 193 | - |
dc.identifier.eissn | 1470-1286 | - |
dc.identifier.isi | WOS:000386794000004 | - |
dc.identifier.issnl | 1047-6210 | - |