期刊名称：International Journal of Evidence Based Coaching and Mentoring
印刷版ISSN：1741-8305
出版年度：2013
卷号：11
期号：1
页码：112-128
出版社：Oxford Brookes University
摘要：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
