TRA CỨU
  • Bài trích
  • Toward facilitative mentoring and catalytic interventions /
Tác giả CN Smith, Melissa K.
Nhan đề Toward facilitative mentoring and catalytic interventions /Melissa K. Smith and Marilyn Lewis
Thông tin xuất bản 2015.
Mô tả vật lý p. 140-150.
Tùng thư Oxford University Press.
Tóm tắt In TESOL teacher mentoring, giving advice can be conceptualized as a continuum, ranging from directive to facilitative feedback. The goal, over time, is to lead toward the facilitative end of the continuum and specifically to catalytic interventions that encourage self-reflection and autonomous learning. This study begins by examining research on the mentor’s advice-giving role. Next, the experiences of seven mentors participating in a mentor training programme illustrate how mentors view and fulfil their role. Data from the seven mentors’ coursework is examined to identify the approaches and techniques that emerge during this process as they attempt to move toward catalytic interventions.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN
Thuật ngữ không kiểm soát Catalytic interventions
Thuật ngữ không kiểm soát Facilitative mentoring
Thuật ngữ không kiểm soát Mentor training programme
Tác giả(bs) CN Lewis, Marilyn.
Tác giả(bs) CN Burns, Anne
Tác giả(bs) CN Garcia, Pablo
Nguồn trích ELT journal.- 2015, Vol. 69, No.2
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24510|aToward facilitative mentoring and catalytic interventions /|cMelissa K. Smith and Marilyn Lewis
260|c2015.
300|ap. 140-150.
3620 |aVol. 69, No. 2 (April 2015)
490|aOxford University Press.
520|aIn TESOL teacher mentoring, giving advice can be conceptualized as a continuum, ranging from directive to facilitative feedback. The goal, over time, is to lead toward the facilitative end of the continuum and specifically to catalytic interventions that encourage self-reflection and autonomous learning. This study begins by examining research on the mentor’s advice-giving role. Next, the experiences of seven mentors participating in a mentor training programme illustrate how mentors view and fulfil their role. Data from the seven mentors’ coursework is examined to identify the approaches and techniques that emerge during this process as they attempt to move toward catalytic interventions.
65017|aNgôn ngữ|xGiảng dạy|xTiếng Anh|2TVĐHHN
6530 |aCatalytic interventions
6530 |aFacilitative mentoring
6530 |aMentor training programme
7001 |aLewis, Marilyn.
7001 |aBurns, Anne
7001 |aGarcia, Pablo
773|tELT journal.|g2015, Vol. 69, No.2
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