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Reciprocal Mentoring "In The Wild": A Retrospective, Comparative Case Study of ICT Teacher Professional Development
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Author(s): M. Brooke Robertshaw (Utah State University, USA), Heather Leary (Utah State University, USA), Andrew Walker (Utah State University, USA), Kristy Bloxham (Utah State University, USA)and Mimi Recker (Utah State University, USA)
Copyright: 2009
Pages: 18
Source title:
Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education
Source Author(s)/Editor(s): Elizabeth Stacey (Deakin University, Australia)and Philippa Gerbic (Auckland University of Technology, New Zealand)
DOI: 10.4018/978-1-60566-296-1.ch015
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Abstract
For teachers in the 21st Century it has become critical that they develop the skills to be able to teach in a world that is being transformed by technological innovations. These skills include effectively teaching in blended learning environments with high-quality online learning resources available on the internet. Chief among the challenges faced by these teachers is that mid- and late career teachers, unlike preservice teachers, do not have adequate technology knowledge. A challenge for pre-service teachers is that they do not have the pedagogical and content knowledge to be able to effectively implement their technology knowledge in the classroom. This retrospective comparative case study was undertaken to understand reciprocal mentoring (RM) relationships that can occur between in-service teachers and pre-service teachers during implementation of a technology based lesson. The transfer of knowledge between the members of the RM dyad is described through the lens of technological pedagogical content knowledge.
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