Thesis
Mentoring for effective literacy teaching : Australian preservice teacher's perspectives
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
2020
DOI:
https://doi.org/10.25918/thesis.59
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Abstract
Contemporary reviews into teacher education have highlighted the important role of the mentor teacher (MT) during professional experience (Caldwell & Sutton, 2010; Craven et al., 2014) While university programs teach theoretical concepts, the role of the MT during professional experience assists preservice teachers (PSTs) to enact theories and knowledge learned at university. The aim of this mixed methods study is to: Explore and describe the interactions and experiences involved with mentoring literacy to PST during professional experience. 751 PSTs self-reported their perspectives about their literacy mentoring experiences on a peer-reviewed survey. Following the analysis of the survey data, one-to-one semi-structured interviews (n=10) were conducted. Recommendations include that MTs from all sectors may require further knowledge about how to mentor the General Capability Literacy.
Details
- Title
- Mentoring for effective literacy teaching : Australian preservice teacher's perspectives
- Creators
- Sarah Margaret James
- Contributors
- Sue Margaret Hudson (Supervisor) - Southern Cross UniversityAlexandra Lasczik (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- xviii, 295
- Identifiers
- 991012874499002368
- Copyright
- © SM James 2020
- Academic Unit
- Faculty of Education; School of Education
- Resource Type
- Thesis