Juanjo Mena, Chatree Faikhamta and Anthony Clarke
The purpose of this study was to better understand the work of mentors or cooperating teachers (CTs) in Spain and Thailand, by comparing how mentors in both contexts conceive of…
Abstract
Purpose
The purpose of this study was to better understand the work of mentors or cooperating teachers (CTs) in Spain and Thailand, by comparing how mentors in both contexts conceive of their work in teacher education.
Design/methodology/approach
A comparative study based on a crossnational research (CNR) approach was used. An internationally validated instrument, the Mentoring Profile Inventory (MPI), was given to 171 Spanish and 170 Thai CTs, and an analysis using t tests and constant comparative methods was conducted.
Findings
The main results indicate that the Spanish cohort reported being significantly more challenged than their Thai counterparts in working with preservice teachers (PSTs). Both groups indicated a similar degree of motivation. The comparative analysis revealed that the Thai CTs emphasized the importance of ethics in teaching and being a role model for PSTs, whereas the Spanish CTs emphasized the need for strong interpersonal relationships as being central to successful mentoring.
Research limitations/implications
Understanding mentors' challenges and motivations can form the basis for reflecting upon the essential components of teacher preparation in both contexts. Furthermore, comparative cross-context analyses, as demonstrated in this paper, are vital for the identification of important differences that might otherwise remain invisible or unrecognized from a single-context perspective.
Originality/value
The study is original in its focus in that it offers insights that help better understand attitudes and performance within and across contexts – in this case, a European and an Asian country – using a common metric, the MPI. This study serves as an exemplar for other comparison studies for countries of mentors.
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Kornkanok Lertdechapat and Chatree Faikhamta
This study explores how lesson study (LS) can enhance teacher candidates' ability to develop their pedagogical content knowledge (PCK) for teaching science, technology…
Abstract
Purpose
This study explores how lesson study (LS) can enhance teacher candidates' ability to develop their pedagogical content knowledge (PCK) for teaching science, technology, engineering and mathematics (STEM).
Design/methodology/approach
A multiple case study design was undertaken using the social-constructivist paradigm. The authors explored similarities and differences within and among four cases of teacher candidates who collaborated with a cooperating teacher and a university mentor. The data were collected from field observations, post-lesson discussions and follow-up interviews; it was then content analyzed and validated using negative case analysis.
Findings
Learning from post-lesson discussions within their own LS clusters, including a teacher candidate, his/her cooperating teacher and university mentor, could help teacher candidates develop their PCK for STEM, rather than gain experience through several rounds of LS engagement. The foci of post-lesson discussions, which were discussed by each LS cluster the most, were students' context, teaching and STEM prototypes, while knowledge of instructional strategies for teaching STEM was mostly related to the previously mentioned foci. Teacher candidates' confidence in teaching STEM lessons seemed to improve when they designed and discussed the overall lessons with their LS clusters.
Originality/value
The STEM-specific LS model was proposed to support the exploration of the struggles and successes of student learning before designing the purpose of the LS and enacting its phases; the implementation of LS could be the tool for enhancing teacher candidates' PCK for STEM teaching.