Most attributes and practices of the five-factor mentoring model (30 of 34) provided input into a first-practicum mentee's classroom management, with no overt evidence on aims, curriculum, timetabling or assessment¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In one first-practicum case, 30 of the 34 attributes and practices of the five-factor mentoring model provided input into the mentee's classroom management development. → Sempowicz 2011 q2 i? No overt evidence was found on mentoring aims, curriculum, timetabling or assessment facilitating the mentee's behaviour management development in this first practicum. → Sempowicz 2011

Evidence¶

Sempowicz 2011¶

Sempowicz, T., & Hudson, P. (2011). Analysing mentoring dialogues for developing a preservice teacher's classroom management practices. Australian Journal of Teacher Education, 36(8). https://ro.ecu.edu.au/ajte/vol36/iss8/1 doi:10.14221/ajte.2011v36n8.4

q2 · i? · qualitative · r3

Qualitative single case study of one mentor-mentee dyad over a four-week first practicum, using multiple sources (dialogue recordings, lesson plans, reflections, reports, interviews) coded against the five-factor model. The article reports "30 of the 34 attributes and practices" were evidenced, with aims, curriculum, assessment and timetabling absent.

"This case study collated and analysed data on 30 of the 34 attributes and practices associated with the five factor mentoring model. Little or no data were collected specifically on the development of aims and curriculum, formal assessment, or timetabling (scheduling) in this first practicum period."

Discussion¶

Related Claims¶

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