IATEFL-Hungary Mentor SIG


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Practical experience, reflection and theory in teacher education – Article review by Balázs Dávid Palkó

Reviewed:

Fred A. J. Korthagen (2010) Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behaviour and teacher learning. Teaching and Teacher Education, 26, 98-106.

The article’s starting point is that the theory presented in teacher education has very little impact on the actual practice of the teachers. The aim of the article is to reconcile the situated learning theory (’I experience, therefore I learn:’ learning emerges from our own actions in relation to those of others) with the traditional cognitive theory (transmission of knowledge). Continue reading

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Tools for eliciting experienced teachers’ practical knowledge – Article review by Regina Fülöp

Reviewed:

Paulien C. Meijer, Anneke Zanting and Nico Verloop (2002)  How can student teachers elicit experienced teachers’ pratical knowledge? Tools, suggestions and significance. Journal of Teacher education, Vol.53. No. 5., 406-419.

The article describes two tools implemented in teacher education in order to help student teachers elicit their mentor teacher’s practical knowledge: the stimulated recall interview and concept mapping.

The authors stress the importance of such tools, as student teachers, while observing their mentors, tend to require ready-made tips and rules as well as to copy their mentor’s teaching style, without looking into what’s behind. Student teachers often focus on the ‘how’ instead of the ‘why’. It is essential that a mentor is no only a supporter, but also an articulator of practical knowledge for their students. Continue reading