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Written by Margaret Schmidt
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This case study examines the growth of Chris, a novice string teacher who, after two years of near-failing evaluations, successfully received tenure following his third year of teaching.
Observations
and interviews with Chris and his supervisors and mentors provided
varied perspectives on his progress. Improvement came during the third
year, when a newly-appointed supervisor finally identified and worked
to remediate serious gaps in Chris’ pedagogical knowledge. Teaching
experience, Chris’ confidence in his own ability to learn to teach, and
an appropriate supervisor match were other important factors in his
success.
Findings suggest that mentoring a struggling novice may
require development of a framework for pedagogical knowledge as well as
specific teaching techniques, adherence to basic educational
principles, and a substantial investment of time. Further research
might provide greater understanding of novices’ own voices, of the ways
they interpret advice, and of combined factors that influence
supervisory relationships.
The full text of this document is available through the ERIC database:
http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/33/66/a8.pdf
Tags: teacher evaluation tenure education learning training
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