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From Watching to Learning: A Hands-On Mentoring Model for Teacher Education and Professional Development
PROCEEDINGS

, , West Virginia University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Our aim in this study is to develop a two-way mentoring model for teachers based on theories of distributed cognition, situated learning and new research on expertise. Our purpose is to extend our understanding of the pre- and in-service teacher as learners in the classroom. Video-based technologies provide in-service and pre-service teachers the opportunity to capture teaching moments on the fly. Participants discuss the videos using a variety of protocols designed to elicit responses about technology and pedagogical content knowledge, and content expertise. Comparison of the responses provides building blocks for a mentoring model that extends our understanding about teacher learning, and sheds light on how pre-service and in-service teachers make meaning of the teaching moments they capture on video. The proposed model promotes collaboration of pre-service teachers with expert teachers in creating video-based classroom cases as opposed to their sole reception of the content.

Citation

Kale, U. & Whitehouse, P. (2008). From Watching to Learning: A Hands-On Mentoring Model for Teacher Education and Professional Development. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1687-1693). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 7, 2019 from .

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