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|Other Titles:||Interaction and Reflective Thinking of Special Education Student Teachers and Their Expert Mentors|
Shin-Tzu Hu, Shu-Li Lin
National Taiwan Normal University Department of Special Education
Purpose: Reflective thinking is considered an important factor in the professional development of teachers; therefore, peer interaction and professional dialogue are effective approaches to promote reflective thinking. This study explores the interaction and reflective thinking of special education student teachers and their expert mentors on practicum. Methods: Three special education student teachers and 3 expert mentors participated in this study. The expert mentors were selected according to certain criteria including graduating from teacher colleges or normal universities, more than7 years teaching experience, obtaining recognition from the staff of their school, and obtaining a government award. Data were collected through field observations, interviews, and some documents on practicum from participants in three schools. Participants of the same school were observed when they taught a minimum of 4 times, after which the dialogue after teaching was recorded and translated into a manuscript. Findings: The interacting model of special education student teachers and their expert mentors included 3 models: the peer model, the mentor-apprenticeship model, and the family model. Teachers of the peer model possessed mutual respect and discussed equally. Teachers of the mentor apprenticeship model did not discuss equally and the mentor rendered direct instruction to the student teacher. The mentor of the family model did not discuss equally with the student teacher, nor rendered direct instruction to the student teacher, but interacted similar to a mother-daughter relationship. Both teachers in the peer model obtained enhanced professional development, and exhibited progress reflective thinking. The reflective thinking process includes planning, teaching action, self-criticism, and constructing in structional knowledge. Teacher in the mentor apprenticeship model and the family model achieved less development than teachers in the peer model. The 3 expert mentors esteemed
|Appears in Collections:||特殊教育研究學刊|
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