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@article{59708,
author = {Svojanovský, Petr and Obrovská, Jana},
article_location = {ENGLAND},
article_number = {XXX},
doi = {http://dx.doi.org/10.1080/02619768.2024.2311694},
keywords = {mentoring; pre-service teacher education; student diversity; differentiated instruction; COVID-19},
language = {eng},
issn = {0261-9768},
journal = {EUROPEAN JOURNAL OF TEACHER EDUCATION},
title = {Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity.},
url = {https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2311694},
volume = {XXX},
year = {2024}
}
TY - JOUR
ID - 59708
AU - Svojanovský, Petr - Obrovská, Jana
PY - 2024
TI - Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity.
JF - EUROPEAN JOURNAL OF TEACHER EDUCATION
VL - XXX
IS - XXX
SP - 1-22
EP - 1-22
PB - FRANCIS LTD
SN - 0261-9768
KW - mentoring
KW - pre-service teacher education
KW - student diversity
KW - differentiated instruction
KW - COVID-19
UR - https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2311694
N2 - 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.
ER -
SVOJANOVSKÝ, Petr a Jana OBROVSKÁ. Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity. \textit{EUROPEAN JOURNAL OF TEACHER EDUCATION}. ENGLAND: FRANCIS LTD, 2024, XXX, XXX, s.~1-22. ISSN~0261-9768. Dostupné z: https://dx.doi.org/10.1080/02619768.2024.2311694.
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