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Simultaneous reflections by video in a second-order action research-mentoring model: lessons for the mentor and the mentee

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Abstract:

Conducted in the context of practice teaching in pre-service education, this study examined the forms and meanings that reflection on learning to teach takes through the use of different forms of reflection, and namely the use of video, as implemented in an action research-mentoring model designed for the study. Specifically, the study enquired into the potential of mentored learning through reflection both for learning to teach (from the perspective of the student teacher) and for learning to mentor (from the perspective of the mentor).

Keywords: action research; mentoring; modes of reflection; teacher learning

Document Type: Research Article

DOI: https://doi.org/10.1080/14623940903290653

Affiliations: Department of Learning, Instruction and Teacher Education, Faculty of Education, The University of Haifa, 31905, Haifa, Israel

Publication date: 2009-11-01

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