Interventions of mentor teachers during student teacher’s lessons: Relation to their need for ...

@proceedings{28990,
   author = {Vlčková, Kateřina and Lojdová, Kateřina and Mareš, Jan},
   booktitle = {EARLI SIG 11 Conference 2018},
   keywords = {need for cognitive closure; student teacher’s mentoring; lower secondary education},
   language = {eng},
   title = {Interventions of mentor teachers during student teacher’s lessons: Relation to their need for cognitive closure},
   year = {2018}
}

TY  - CONF
ID  - 28990
AU  - Vlčková, Kateřina - Lojdová, Kateřina - Mareš, Jan
PY  - 2018
TI  - Interventions of mentor teachers during student teacher’s lessons: Relation to their need for cognitive closure
KW  - need for cognitive closure
KW  - student teacher’s mentoring
KW  - lower secondary education
N2  - amp; Van Hiel, 2011; Czech version Širůček, 2014) consisting of 15 items with 6-point Likert scale measuring 5 sub-scales: desire for predictability, preference of order and structure, discomfort with ambiguity, decisiveness, and close-mindedness. The sample consists of 6 MTs and 6 STs in 6 lower secondary comprehensive classes in 6 schools (ISCED 2A) in the Czech Republic. From each MT/ST we videotaped (teacher and student camera) 6 lessons taught in Civics, Czech or History; conducted an interview, and administered NfCS. STs wrote electronic reflective diaries about their teaching practice. Findings: NfC is related with MTs perception of critical situations in STs’ lessons and with when and how MTs intervene. We describe three types of MTs/STs: with low, middle, high NFC and show MTs interventions during STs’ lessons and STs’/pupils’ responses to them. The findings can be beneficial in MT/ST education in European countries as MTs/STs are exposed to similar conditions. The findings emphasise the role of MT and ST co-operation in ST/MT professional development.
ER  - 

VLČKOVÁ, Kateřina, Kateřina LOJDOVÁ a Jan MAREŠ. \textit{Interventions of mentor teachers during student teacher’s lessons: Relation to their need for cognitive closure}. In \textit{EARLI SIG 11 Conference 2018}. 2018.