Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring

Theoretical And Methodological Base For Training Lawyers For Law Enforcement Agencies

“…Some aspects of legal education in foreign countries were studied by Kirillova (2012) Therefore, studying the works by foreign authors, it is necessary to focus on specialization and practice orientation. According to some authors (Mena, Hennissen, & Loughran, 2017), practicing lawyers should deliver lectures to students. Ragone (2018) writes about the role of the Socracial method in training students.…”

Anecdotes, Experience, and ‘Learning By Osmosis’: The Role of Professional Cultures in Preparing Teachers for Parent-School Engagement

“…Teacher educators interviewed in our second study observed that student expectations and attitudes toward engaging with parents were often influenced as a result of practicum and internship experiences: These teacher educators' descriptions of pre-service teachers' professional placement experiences are indicative of ways that everyday professional cultures of teaching are observed, experienced, emulated and potentially contested. Importantly, teacher education research highlights the influential nature of experiences during professional placement, including the influence of mentor or supervising teachers (Mena, Hennissen & Loughran, 2017). Teacher educators we interviewed frequently commented on what they saw as a tendency for students to emulate the perspectives and practices of the mentors to whom they had been assigned during practicum placements and internships.…”

“…This is not to imply a simple 'cause and effect' explanation of pre-service teachers' learning, but rather to acknowledge that the beginning years of teaching are significant in laying the foundations of teachers' professional practice (Mockler, 2005(Mockler, , 2011. As beginning teachers in these formative years begin to navigate complex and at times challenging issues, they are reliant both on their educational preparation and on the guidance and example of more experienced teachers (Mena et al, 2017). As teacher educators we interviewed observe, however, some programs rely on students being able to learn about parent engagement through chance encounters: …when I hear students talking about their fear of parents and their lack of confidence at actually approaching parents or their lack of skill at actually knowing how to go about it, you know the gap becomes more obvious to me that we just assume that they will learn it by osmosis.…”

Approach to development of mentoring potential in technical universities through the example of the Ural Region of the Russian Federation

“…Modern mentorship theories consider it as a creative process and an essential characteristic of the relationship among talent development staff [25]. Many mentorship researchers often combine norms and values in a single concept of organizational culture, implying that the mentoring system in an organization is an example of internalization and socialization of knowledge [26]. However, it should be noted that modern mentorship concepts do not refl ect the nature of communication in the learning process, underestimating the defi nition of this work objectives, which indicates a lack of a subjective stance.…”

“…However, it should be noted that modern mentorship concepts do not refl ect the nature of communication in the learning process, underestimating the defi nition of this work objectives, which indicates a lack of a subjective stance. Mentorship makes sense and is expedient and effective if the learning process is carried out based on a mutual desire of an experienced and a novice employee [23,26]. In other words, mentorship depends on the complexity and style of interaction and the equality of collaboration positions.…”