Changes in Learning-to-Teach Patterns of Student Teachers During Internships: Investigating the Role of Mentoring

• In Event: Moscone Center North Roundtable Session 5
  In Roundtable Session: Investing in Our Future: Mentoring for Teacher Preparation

Abstract

Student teachers differ in their attitudes towards learning to teach, in essential learning activities and regulation of emotions. A total of N=512 student teachers filled in a questionnaire at the start and the end of a long-term practical semester. The Inventory Learning to Teach Process (ILTP) instrument was used to identify patterns of learning-to-teach-orientations using an LTA approach. We tested if there is a relationship between these orientations and mentoring as well as self-perceived competence ratings. In contrast to the theoretically assumed patterns, we identified the patterns avoiding, practice-oriented and versatile. Results showed that high-quality mentoring ratings were related to remaining in or switching to the pattern versatile. In addition, there is a connection between self-perceived competence ratings and learning-to-teach-patterns.

Authors

• Michael Goller, University of Paderborn

• Dagmar Festner, University of Paderborn

• Alexander Groeschner, Friedrich-Schiller-Universität Jena

• Tina Hascher, University Bern