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TÁMOP 4.1.2.-08/2/B/KMR-2009-0001


Angol nyelvű papíralapú és digitális szakirodalom

Összeállította: Major Éva

Abell, S. K., Dillon, D.  R., Hopkins, C. J., McInerney,  W. D., & O’Brien, D. G. (1995). ‘‘Somebody to count on’’: mentor/intern relationships in a beginning teacher internship program. Teaching and Teacher Education, 11(2), 173–188.

Adey, K. (1997). First impressions do count:  mentoring student teachers.  Teacher Development, 1(1), 123–133.

Anderson, J. R. (2006). Cognitive psychology and its implications (6th ed.). New York: Worth Publishers.

Association for Supervision and Curriculum Development.  (1999). Mentoring to improve schools. Alexandria, VA:ASDC.

Beck, C., & Kosnick, C. (2000). Associate teachers in pre-service education: clarifying and enhancing their role. Journal of Education for Teaching, 26(3), 207–224. 

Bodoczky, C., & Malderez, A. (1997). The  INSET  Impact of  a Mentoring  Course. In D.  Hayes (Ed.). In-Service Teacher Development: International Perspectives. Hemel Hempstead: Prentice Hall.

Breckon, P. (2010): Helping trainees achieve QTS Standards, Assessing trainees against QTS Standards, http://www.ttrb.ac.uk/ (2010.január 30.)

British Council, Teacher Training Infosheet (2005) http://www.britishcouncil.org/learning-infosheets-teacher-training.pdf 2010.január 8.)

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.

Bryman, A. (2008). Social research methods (3rd ed.).  New York: Oxford University Press.

    Bullogh, R. & Draper, R.J. (2004): Mentoring and the emotions. Journal of Education for Teaching: International research and Pedagogy, 30(3), 271-288

Bullough,  R. V., Jr.  (2005). Being and becoming a mentor: school-based teacher educators and  teacher educator identity. Teaching and  Teacher  Education, 21, 143–155.

Bullough,  R. V., Jr., & Draper, R. J. (2004). Mentoring and the emotions. Journal of Education for Teaching: International Research and Pedagogy, 30(3), 271–288.

Burn, K. (1997). Learning to teach: the  value of collaborative teaching. In D.  McIntyre (Ed.), Teacher education  research in  a new  context:  The Oxford internship scheme (pp. 145–161). London: Paul Chapman Publishing.

Carroll, D. (2005). Learning through interactive talk: a school-based mentor teacher study group  as a context  for  professional learning. Teaching and Teacher Education, 21, 457–473.

Carter, M., & Francis, R. (2001). Mentoring and beginning teachers’ workplace learning. Asia-Pacific Journal of Teacher Education, 29(3), 249–262.

Child, A. and Merrill, S. (2003). ‘Professional mentors' perceptions of the contribution of school/HEI partnerships to professional development and school improvement’, Journal of In-Service Education, 29, 2, 315-324.

Clarke, A., & Jarvis-Selinger, S. (2005). What the teaching perspectives of cooperating teachers tell us about their advisory practices. Teaching and Teacher Education, 21, 65–78.

Colley, H. (2002). A ‘‘rough  guide’’ to the history  of  mentoring  from a Marxist feminist  perspective. Journal of Education for Teaching, 28(3), 257–273.

Collison, J., & Edwards, A. (1994). How teachers support student learning. In I. Reid, H. Constable, & R. Griffiths (Eds.), Teacher education reform: The research evidence. London: Paul Chapman.

Cornu, R. L. (2005). Peer mentoring:  engaging pre-service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13(3), 355–366.

Crasborn, F., Hennisson, P., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Promoting versatility in mentor teachers’ use of supervisory skills. Teaching and Teacher Education, 24, 499–514.

Davies, M. A., Brady, M., Rodger, E., & Wall, P. (1999). Mentors and school-based partnership: ingredients for professional growth. Action in Teacher Education, 21(1), 85–96.

Department for  Education and Skills. (2003). The induction support programme for newly qualified teachers (DfES/0458/2003). London: Department for Education and Skills.

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Dingwall, R. (1997). Accounts, interviews and observations. In G. Miller, & R. Dingwall (Eds.), Context and method in qualitative research (pp. 51–65). London: SAGE.

Doyle, W. (1990). Classroom knowledge as  a foundation for teaching. Teachers College Record, 91, 347–360.

Dunne, E., & Bennett, N. (1997). Mentoring processes in school-based training. British Educational Research Journal, 23, 225–238.

Edwards, A. (1997). Guests bearing gifts: the position of student teachers in primary classrooms. British Educational Research Journal, 23(1), 27–37.

Edwards, A. (1998). Mentoring student teachers in primary schools: assisting student teachers  to become learners. European Journal  of  Teacher  Education, 21(1), 47–62.

Edwards, A., & Collison, J. (1996). Mentoring and developing practice in primary schools. Buckingham: Oxford University Press.

Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York: Nichols.

Evans, L., & Abbott, I. (1997). Developing as mentors in school-based teacher training. Teacher Development, 1(1), 135–148.

Evertson, C., & Smithey, M. (2000). Mentoring effects on protégés’ classroom practice: an experimental field study. Journal of Educational  Research, 93(5), 294–304.

Feiman Nemser, S. (1990). Teacher preparation: structural and conceptual alter-natives. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 212–233). New York: Macmillan.

Feiman Nemser, S. (2001). Helping novices learn to teach: lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17–30.

Feiman Nemser, S., & Parker, M. B. (1992). Mentoring in context: A comparison of two U.S. programs for beginning teachers. Michigan, MI:  Michigan State  University, National Centre for  Research on Teacher Learning (NCRTL). Available at. <http://ncrtl.msu.edu/http/sreports/spring92.pdf>. Accessed 15.04.08.

Feiman Nemser, S., McDiarmid G. W.,  Melnick, S. L., & Parker, M. (1989). Changing beginning teachers’ conceptions: a description of an introductory teacher education course (research  report no. 89-1). Michigan State University, East Lansing, MI: The  National Center for Research on Teacher Education. Available at http://ncrtl.msu.edu/http/rreports/html/pdf/rr891.pdf> Accessed 15.04.08

Feiman Nemser, S., Parker, M. B., & Zeichner, K. (1993). Are mentor teachers teacher educators? In D. McIntyre, H. Hagger, & M. Wilkin (Eds.), Mentoring: Perspectives on school-based teacher education (pp. 147–165) London: Kogan Page.

Fenstermacher, G. D. (1986). Philosophy of research  on teaching: three aspects. In M. C. Wittrock  (Ed.), Handbook of  research on  teaching (3rd  ed.). (pp. 37–49) New York: Macmillan.

Fenstermacher, G. D. (1994). The place of  practical  arguments in the education of teachers.  In V. Richardson  (Ed.), Teacher change and the  staff  development process: A case in reading instruction (pp. 23–42). NY: Teachers College Press.

Foster, R. (1999). School-based initial teacher training in England and France: trainee teachers’ perspectives compared. Mentoring and Tutoring: Partnership in Learning, 7(2), 131–143.

Franke, A., & Dahlgren, L. O. (1996). Conceptions of mentoring: an empirical study of conceptions of mentoring during the school-based teacher education. Teaching and Teacher Education, 12(6), 627–641.

Gaede, O. F. (1978). Reality shock: a problem among first year teachers. The Clearing House, 51(8), 405–409.

Gay, B., & Stephenson, J. (1998). The  mentoring  dilemma: guidance and/or direction? Mentoring and Tutoring: Partnership in Learning, 6(1), 43–54.

Goodlad, J. (1990). Teachers for our nation’s schools. San Francisco, CA: Jossey-Bass. Gough, D., & Elbourne, D. (2002). Systematic research synthesis to inform policy, practice and democratic debate. Social Policy and Society, 1(3), 225–236.

Graham, B. (2006). Conditions for successful field experiences: perceptions of cooperating teachers. Teaching and Teacher Education, 22, 1118–1129.

Graham, P. (1997). Tensions in the mentor teacher-student teacher relationship: creating productive sites for learning within a high school English teacher education program’. Teaching and Teacher Education, 13(5), 513–527.

Greeno, J. G., Collins, A. M., &  Resnick, L. (1996). Cognition and learning. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15– 46). New York: Simon & Schuster Macmillan.

Grimmett, P. P., & MacKinnon, A. M. (1992). Craft knowledge and the education of teachers. In G. Grant (Ed.), Review of research in education, Vol. 18 (pp. 385–456). Washington, DC: American Educational Research Association.

Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realising the potential of school-based teacher education. Maidenhead: Open University Press.

Hammersley, M. (1996). The relationship between qualitative  and quantitative research: paradigm loyalty versus  methodological  eclecticism’. In J. T. E. Richardson (Ed.), Handbook of qualitative research methods for psychology and the social sciences (pp. 159–174). Leicester: British Psychological Society.

Hardy, C. A. (1999). Perceptions of physical education beginning teachers’ first year of teaching: are we doing enough to prevent early attrition? Teacher Development, 3(1), 109–127.

Harrison, J., Dymoke, S., & Pell, T. (2006). Mentoring beginning teachers in secondary schools: an analysis of practice. Teaching and Teacher Education, 22, 1055–1067.

Hart, A. W., & Murphy, M. J. (1990). New teachers react to redesigned teacher work. American Journal of Education, 98(3), 224–250.

Hascher, T., Cocard, Y., & Moser, P. (2004). Forget about theory – practice is  all? Student teachers’ learning in practicum. Teachers  and Teaching: Theory and Practice, 10(6), 623–637.

Heilbronn, R., Jones, C., Bubb, S., & Totterdell, M.  (2002). School-based induction tutors - a challenging role. School Leadership and Management, 22(4), 371–388.

Hobson,  A. J., Malderez, A., Tracey, L., Homer, M., Mitchell, N., Biddulph, M., Giannakaki, M. S., Rose, A., Pell, R. G., Roper, T., Chambers, G. N., & Tomlinson, P. D. (2007). Newly qualified teachers’ experiences of  their first year of  teaching: Findings from phase III of  the  becoming a teacher project. Nottingham:  Department for  Children, Schools and Families (DCSF).

Hobson, A. & Sharp, C. (2005): ‘Head to head: a systematic review of the research evidence on mentoring new head teachers’, School Leadership and Management, 25, 1, 25-42.

Hobson, A. J, Ashby, P, Malderez, A, Tomlinson, P.D. (2009): Mentoring beginning teachers: What we know and what we don't. Teaching and teacher Education, Volume 25, Issue 1, January 2009, 207-216

Hobson, A. J. (2002). Student teachers’ perceptions of school-based mentoring in initial teacher training (ITT). Mentoring and Tutoring: Partnership in Learning, 10(1), 5–20.

Hobson, A. J., Malderez, A., Tracey, L., Giannakaki, M. S., Kerr, K., Pell, R. G., Chambers, G. N., Tomlinson, P. D., & Roper, T. (2006). Becoming a teacher: Student teachers’ experiences of initial teacher training in England. Nottingham:  Department for Education and Skills (DfES).

Hobson, A. J., Malderez, A., Tracey, L., Giannakaki, M. S., Pell, R. G., & Tomlinson, P. D. (2008). Student teachers’ experiences of initial teacher preparation in England: core themes and variation. Research Papers in Education, 23(4), 407–433.

Ingersoll, R., & Kralik, J. (2004). The impact of mentoring on teacher retention: What the research says. Denver, CO: Education Commission of the States. Available at. <http://www.ecs.org/clearinghouse/50/36/5036.htm>. Accessed 15.04.08.

Jacobi, M. (1991). Mentoring and undergraduate academic success: a literature review. Review of Educational Research, 61(4), 505–532.

Johnson, S. (2004). Finders and keepers. San  Francisco, CA: Wiley.

Johnson, S., Berg, J., & Donaldson, M. (2005). Who stays in teaching and why; a review of the literature on teacher retention. The  Project on the Next Generation of Teachers: Harvard Graduate School of Education.

     Jones, M., Nettleton, P., Smith, L., Brown, J., Chapman, T. and Morgan, J. (2005): ‘The mentoring chameleon - a critical analysis of mentors’ and mentees’ perceptions of the mentoring role in professional education and training programmes for teachers, nurses, midwives and doctors.’ Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, Pontypridd, 14-17 September [online]. http://www.leeds.ac.uk/educol/documents/143672.doc  2010.január 15.)

Jonson, K. (2002). Being an effective mentor. Thousand Oaks, CA: Corwin.

Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA:  Cambridge University Press.

Lee, J. C., & Feng, S. (2007). Mentoring support and the professional development of beginning teachers:a Chinese perspective. Mentoring and Tutoring: Partnership in Learning, 15(3), 243–263.

Leinhardt, G. (1990). Capturing craft knowledge in teaching. Educational Researcher, 19(2), 18–25.

Leinhardt, G., Young, K. M.,  & Merriman, J. (1995). Integrating professional knowledge: the theory of practice and the practice of theory. Learning and Instruction, 5, 401–408.

Lindgren, U. (2005). Experiences of beginning teachers in a school-based mentoring programme Sweden. Educational Studies, 31(3), 251–263.

Little, J. W. (1990). The  mentor  phenomenon and the social organization of teaching. In C. B. Cazden (Ed.), Review of research in education, Vol. 16 (pp. 297– 351). Washington, DC: American Educational Research Association.

Long, J. (1997). The dark side of mentoring. Australian Educational Researcher, 24(2), 115–133.

Lopez-Real, F., & Kwan, T. (2005). Mentors’ perceptions of their own professional development during mentoring. Journal of Education for Teaching, 31(1), 15–24.

     Lord, P. Atkinson, M., Mitchell, H. (2008) Mentoring and coaching for professionals: a study of the research evidence. TDA http://www.tda.gov.uk/search.aspx?action=search&keywords=mentor&Go=Search (2010. január 17.)

Maguire, M.  (2001). Bullying and the post-graduate secondary school trainee: an English case study. Journal of Education for Teaching, 27(1), 95–109.

Malderez, A., Hobson, A. J., Tracey, L., & Kerr, K. (2007). Becoming a student teacher: core  features of  the experience. European Journal of  Teacher  Education, 30(3), 225–248.

Marable, M., & Raimondi, S. (2007). Teachers’ perceptions of what was most (and least) supportive during their first year of  teaching. Mentoring and Tutoring: Partnership in Learning, 15(1), 25–37.

Martin, M., & Rippon, J. (2003). Teacher induction:  personal intelligence and the mentoring relationship. Journal of In-Service Education, 29(1), 141–162.

Maynard, T. (2000). Learning to teach or learning to manage mentors? Experiences of school-based teacher training. Mentoring and Tutoring: Partnership in Learning, 8(1), 17–30.

McIntyre, D. (1997). Teacher education research in a new context: The Oxford internship scheme. London: Paul Chapman Publishing.

McIntyre, D., & Hagger, H. (1996). Mentors in schools: Developing the profession of teaching. London: David Fulton.

Medgyes, P., & Malderez, A. (1996). Changing perspectives in teacher education. Oxford: Heinemann.

   Menter, I. (2008): Teacher Education in the UK: the peculiarities of the English - and of the Welsh, Northern Irish and Scottish! Summer Newsletter 2008, ESCalate, The Higher Education Academy, University of Bristol Graduate School of Education (http://escalate.ac.uk/4914 )

Mitchell, H. J. (1999). Group mentoring: does it work? Mentoring and Tutoring: Partnership in Learning, 7(2), 113–120.

Moor, H., Halsey, K., Jones, M., Martin, K., Stott, A.,  Brown, C., & Harland, J. (2005). Professional development for teachers early in their careers: An evaluation of the early professional development pilot scheme. Nottingham: Department for Education and Skills.

Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). (pp. 877–904) Washington, DC: American Educational Research Association.

Murray, M., & Owen, M. A. (1991). Beyond the myths and magic of mentoring: How to facilitate an effective mentoring  programme. San Francisco, CA: Jossey Bass.

    National Framework for Mentoring and Coaching Mentoring and Coaching. CPD Capacity Building Project 2004 -2005, Centre for the Use of Research and Evidence in Education (CUREE) http://nationalstrategies.standards.dcsf.gov.uk/node/132345 (2010. január 17.)

Oakley, A. (2003). Research evidence, knowledge  management and educational practice: early lessons from a systematic approach. London Review of Education, 1(1), 21–33.

Oberski, I., Ford, K., Higgins, S., & Fisher, P. (1999). The importance of relationships in teacher education. Journal of Education for Teaching, 25(2), 135–150.

Orland, L. (2001). Reading a mentoring situation: one aspect of learning to mentor. Teaching and Teacher Education, 17, 75–88.

Rajuan, M.,  Douwe, B., & Verloop, N.  (2007). The role of  the cooperating  teacher: bridging the gap between the expectations of cooperating teachers and student teachers. Mentoring and Tutoring: Partnership in Learning, 15(3), 223–242.

Rippon, J. H., & Martin, M. (2006). What makes a good induction supporter? Teaching and Teacher Education, 22, 84–99.

Robinson, I., & Robinson, J. (1999). Learning to live with inconsistency in student entitlement  and partnership provision. Mentoring and Tutoring: Partnership in Learning, 7, 223–239.

Roehrig, A. D., Bohn, C. M., Turner, J. E., & Pressley, M. (2008). Mentoring beginning primary teachers for  exemplary teaching practices. Teaching and Teacher Education, 24, 684–702.

Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation and apprenticeship. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139–164). Cambridge, MA: Cambridge University Press.

Roth, W.-M., & Tobin, K. (2002). At the elbow of another: Learning to teach by co-teaching. New York: Peter Lang Publishing.

Schmidt, M. (2008). Mentoring and being mentored: the story of a novice music teacher’s success. Teaching and Teacher Education, 24, 635–648.

Schön, D. (1983). The reflective practitioner. New York: Basic Books.

Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey Bass.

Simpson, T., Hastings, W., & Hill, B. (2007). ‘‘I knew that she was watching me’’: the professional benefits of  mentoring. Teachers  and Teaching: Theory and Practice, 13(5), 481–498.

Slavin, R. E. (1986). Best-evidence  synthesis: an  alternative  to meta-analytic  and traditional reviews. Educational Researcher, 15(9), 5–11.

Slavin, R. E. (2002). Evidence-based education policies: transforming educational practices and research. Educational Researcher, 31(7), 15–21.

Smith, K., & Maclay, M. (2007). Curates eggs?  Secondary trainee teachers’ experience of  the Graduate Teacher Programme and the  Postgraduate Certificate in Education. Journal of Education for Teaching, 33(1), 35–54.

Smith, T., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.

Stanulis, R.  N., & Weaver, D. (1998). Teacher as  mentor, teacher as learner. The Teacher Educator., 34(2), 134–143.

Su, J. Z. X. (1992). Sources of influence in preservice teacher socialization. Journal of Education for Teaching, 18(3), 239–258.

Sugrue, C. (1996). Student teachers’ lay theories: Implications for  professional development. In I. F. Goodson, & A. Hargreaves (Eds.), Teachers’ professional lives (pp. 154–177). Washington,  DC: Falmer Press.

Sundli, L. (2007). Mentoring – a new mantra for education? Teaching and Teacher Education, 23, 201–214.

Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: SAGE.

Tauer, S. M. (1998). The mentor–protégé relationship and its impact on the experienced teacher. Teaching and Teacher Education, 14(2), 205–218.

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Tomlinson, P. D. (1995). Understanding mentoring: Reflective strategies  for school-based teacher preparation. Buckingham: Oxford University Press.

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Tracey, L., Homer, M., Mitchell, N., Malderez, A.,  Hobson, A. J., Ashby, P., & Pell, G. (2008). Teachers’ experiences of their second year in post: Findings from phase IV of the becoming a teacher project. Nottingham: DCSF.

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Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of ESL teachers. Cambridge, MA:  Cambridge University Press.

Valencic Zuljan, M., & Vogrinc, J. (2007). A mentor’s aid in developing the competences of teacher trainees. Educational Studies, 33(4), 373–384.

Veenman, S. (1984). Perceived problems of  beginning  teachers. Review of Educational Research, 54(2), 143–178.

Veenman, S., Denessen, E., Gerrits, J., & Kenter, J. (2001). Evaluation of a coaching programme for cooperating teachers. Educational Studies, 3, 317–340.

Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards- based reform: a critical review. Review of  Educational  Research, 72(3), 481–546.

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Wright, N., & Bottery, M. (1997). Perceptions of professionalism by the mentors of student teachers. Journal of Education for Teaching, 23(3), 235–252.

Wubbels, T. (1992). Taking account of student teachers’ preconceptions. Teaching and Teacher Education, 8(2), 137–149.

Yeomans, R., & Sampson, J. (Eds.). (1994). Mentorship in the primary school. London: Falmer Press.

Yusko, B., & Feiman Nemser, S. (2008). Embracing contraries: combining assistance and assessment in new teacher induction. Teachers College Record, 110(7), 1–12.

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Magyar nyelvű papíralapú és digitális szakirodalom

Összeállította: Boda Annamária

Birta-Székely Noémi 2005. Tanárképzés és reform? In: Civil Fórum. Kolozsvár (megjelenés alatt)

Birta-Székely Noémi 2006. Az erdélyi tanárképzés fejlesztésének lehetőségei. In VI. RODOSZ Tudományos Konferencia kötet. Kolozsvár (megjelenés alatt)

Gyimóthy Éva. Egységesítenék a mentorképzést http://www.hrportal.hu/article_print.phtml?id=68808

H. Nagy Anna (szerk.) 2009. Az ELTE Pedagógiai és Pszichológiai Kar szerepe az átalakuló tanárképzésben 2003–2008. ELTE PPK. Budapest.

Hunyady György (szerk.) 2010. Pedagógusképzés „a magyar bolognai rendszerben”. A Nemzeti Bologna Bizottság Pedagógusképzési Albizottságának válogatott dokumentumai 2003–2010.

Jereb Katalin. 2010. A mentor. SZIE GTK Pályatervezési és Tanárképző Intézet. Gödöllő.

Kálmán Orsolya–Rapos Nóra 2007. Kellenek-e alapelvek a pedagógusképzés átalakításához? Európai tendenciák.  Pedagógusképzés 4. sz. 23–42.

Kimmel Magdolna. 2010. Felvételi követelmények és sztenderdekre alapozott teljesítményértékelés az amerikai tanárképzésben és tanári előmenetelben (a TÁMOP-4.1.2-08/1/B-2009-0002 programja keretében készült tanulmány, publikálás alatt)

Kiss Judit–Mayer József (szerk. ) 2007. Életvilágok. Nyíregyházi Főiskola. Nyíregyháza.

Kőpatakiné Mészáros Mária–Mayer József. 2004. Bevezetés a mentorálás módszertanába. Országos Közoktatási Intézet. Budapest

M. Nádasi Mária (szerk.) 2010. A mentorfelkészítés rendszere, próbája, a mentorképzés szakterületi előkészítése. I. kötet.

M. Nádasi Mária. A közoktatási mentor szerepe a tanárképzésben.

Vámos Gabriella. Szakpolitikai implikációk.

Major Éva. Mentorképzés Nagy-Britanniában.

Tivolt Tímea. Mentortanárok a tanárképzésben német nyelvterületen: Németország, Ausztria, Svájc.

Vámos Gabriella. Francia nyelvterületek az Európai Unióban.

Bodonyi Edit. Tanárképzés és tanártovábbképzés Szlovákiában.

Bodonyi Edit. Tanárképzés Csehországban.

Birta-Székely Noémi. A tanári gyakorlatra való felkészítés Romániában. Czető Krisztina. Mentorálás öt észak-európai országban: A pályakezdés támogatásának alapelvei és gyakorlata Dániában, Észtországban, Finnországban, Norvégiában és Svédországban.

Gordon Győri János. Mentortanárok a kelet-ázsiai közoktatásban.

Szénásiné Steiner Rita. Mentorprogramok az Egyesült Államokban.

Vámos Gabriella. Kezdő tanárok támogatása Kanadában.

H. Nagy Anna. A mentorképzés nemzetközi áttekintésének tanulságai.

M. Nádasi Mária (szerk.) 2010. A mentorfelkészítés rendszere, próbája, a mentorképzés szakterületi előkészítése. II. kötet.

M. Nádasi Mária. A közoktatási mentorképzési koncepció előkészítésének folyamatáról.

M. Nádasi Mária (alkotó szerkesztő). A közoktatási mentorképzés koncepciója – nyitott kérdések.

Dömsödy Andrea. Tanárjelölt és pályakezdő pedagógusok támogatása, mentorálása. Szemletanulmány a 2005–2009 közötti magyar szakirodalom alapján.

Czető Krisztina. Összefoglaló áttekintés a hazai gyakorlatvezető mentortanár-képzésekről.

Jáki Gábor. Tanárjelöltek és pályakezdő tanárok mentorálása az iskola világában.

M. Nádasi Mária. Tanárjelöltek, pályakezdők, vezetőtanárok a tanárrá válás kritikus szakaszairól. Tapasztalatok bemutatása.

Sági Mónika. Tanárjelöltek oktatással kapcsolatos nézeteinek alakulása a tanítási gyakorlat folyamán. Empirikus vizsgálat, szakdolgozat-részlet.

Antalné Szabó Ágnes–Major Éva. Elmélet és gyakorlat. A bölcsész mentorok képzésének tartalma és keretei.

Schróth Ágnes. A gyakorlóiskolák javaslata természettudományos mentortanárok képzésére.

Zsakó László. Javaslatok az Informatikai mentortanárok képzésével kapcsolatban.

Fótiné Hoffmann Éva. Gyakorlatvezető mentorok képzése a gyógypedagógiai terepgyakorlatok irányítására.

Madácsi Mária–Orosz Gábor (szerk.) 1985. Egyéni pszichológiai és pedagógiai gyakorlatok anyaga. Oktatási segédanyag. BGYTKF Pedagógia és Pszichológia Tanszék. Nyíregyháza.

Mayer József (szerk.) 2006. Egymásra utalva. Adalékok a mentorálás gyakorlatához. Országos Közoktatási Intézet. Budapest.

Stéger Csilla. 2010. A pályakezdő tanárok bevezető támogatási rendszerével kapcsolatos uniós törekvésekről. Pedagógusképzés. 2010. 1. szám. 35–54.


Dekiszkyné Fejér Rita. 2010. Mentor rendszer kialakulása és működése a gödi Piarista Szakiskola, Gimnázium és Kollégiumban. Németh Margit, K. bíráló tanár. Eötvös Loránd Tudományegyetem Pedagógiai és Pszichológiai Kar. Budapest.

Kováts Beatrix. 2006. Óramegfigyelési szempontsorok felhasználása a mentori munkában. Kollár Katalin, N. bíráló tanár. Eötvös Loránd Tudományegyetem Pedagógiai és Pszichológiai Kar. Budapest.

Tivolt Tímea 2010. Mentortanárok és tanárképzés német nyelvterületen. Nádasi Mária, M. bíráló tanár. Eötvös Loránd Tudományegyetem Pedagógiai és Pszichológiai Kar. Budapest.



"A mentorképzés kívánatos rendszere" konferencia, 1998. április 24., Budapest . 1998. Magyar Tudományos Akadémia. Budapest.

Mentorképzés helyzete és jövője Magyarországon. Konferencia. http://www.matisz.hu/Mentoralas-munkacs.265.0.html

A mentorálás jó gyakorlatainak bemutatása. Konferencia.

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