Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity.
| Authors | |
|---|---|
| Year of publication | 2024 |
| Type | Article in Periodical |
| Magazine / Source | EUROPEAN JOURNAL OF TEACHER EDUCATION |
| MU Faculty or unit | |
| Citation | |
| Web | https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2311694 |
| Doi | http://dx.doi.org/10.1080/02619768.2024.2311694 |
| Keywords | mentoring; pre-service teacher education; student diversity; differentiated instruction; COVID-19 |
| Attached files | |
| Description | Student diversity in the classroom represents a significant profes-sional challenge for pre-service teachers. The goal of this study is to explore how mentor teachers support pre-service teachers in addressing student diversity during their practicum. Eight pre- service teachers and their six mentor teachers were participants in a multi-sited ethnographic study conducted in the Czech Republic. Data collection took place at lower secondary schools and in a teacher education faculty. We identified seven strategies that mentor teachers use and we explain how these strategies shape pre-service teachers’ thinking and behaviour related to student diversity. The overall outcome presents a contradiction: when men-tor teachers model practice, they tend to emphasise individuality; however, when they provide feedback, they tend to emphasise universality. Importantly, we proved that feedback shaped pre- service teachers more than modelling. From the discussion of our findings, we derive six indicators that determine quality mentoring regarding addressing student diversity. |
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