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首页> 外文期刊>Mentoring & Tutoring: Partnership in Learning >Preservice Teachers’ Connections of Pedagogical Knowledge to Mentoring At-Risk Adolescents: Benefits and Challenges
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Preservice Teachers’ Connections of Pedagogical Knowledge to Mentoring At-Risk Adolescents: Benefits and Challenges

机译：职前教师的教学知识与指导风险青少年的联系：收益和挑战

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Providing authentic encounters with secondary students may be a way to provide a realistic image of students’ academic challenges, and enhance preservice teachers’ skills, knowledge, and dispositions to better address the needs of their future academically, linguistically, socially, and culturally unique students. The purpose of our study was to examine preservice teachers’ experiences in mentoring at-risk high school adolescents. Specifically, we sought to identify the connections to pedagogy associated with their mentoring experience. Major findings generated five themes: (a) relationship building, (b) academic immediacy, (c) embracing a professional lens, (d) a student-centered pedagogical philosophy, and (e) self-efficacy.View full textDownload full textKeywordspreservice teachers, mentoring, adolescents, pedagogical knowledgeRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13611267.2012.701961
机译：与中学生进行真实的相遇可能是一种提供逼真的学生学习挑战图像，并提高职前教师的技能，知识和性格的方式，以更好地满足他们未来在学术，语言，社会和文化上的需求独特的学生。我们研究的目的是检验职前教师在指导处于危险中的高中青少年中的经验。具体来说，我们试图确定与他们的指导经验相关的教学法的联系。主要发现产生了五个主题：（a）建立关系，（b）学术即时性，（c）拥抱专业视角，（d）以学生为中心的教学哲学和（e）自我效能。查看全文下载全文关键字，指导，青少年，教学知识相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，pubid：“ ra -4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13611267.2012.701961

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