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Mentoring pre-service teachers on school students’ differentiated learning

By Peter Hudson

Abstract

This Australian study explores the mentoring of pre-service teachers in selecting and implementing teaching strategies to meet students‟ learning needs. Two case studies involving 28 mentor teachers in a professional development program and a mentor-mentee partnership during a four week practicum provided data about mentoring teaching strategies for differentiated learning. Findings showed that contexts for learning about differentiation occurred at the pre action, in-action, and post-action stages. Central to each stage were pedagogical knowledge practices such as planning, preparation, classroom management, assessment, and problem solving (reflection-in-action to present solutions to problems) as key to in-action strategising and the mentoring processes. Mentoring pre-service teachers on how to devise teaching strategies for differentiated learning needs to be researched with a wider range of mentors and pre-service teachers, including those at different stages of development

Topics: 130000 EDUCATION, mentoring, teaching strategies, teaching approaches, HERN
Publisher: Oxford Brookes University
Year: 2013
OAI identifier: oai:eprints.qut.edu.au:58217
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