Learning through Mentoring

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The Reflective Practitioner framework based on five proficiencies guided reflection of mentors on working with second grade children. Mentors reflected on their ability to apply content knowledge to teaching and learning; their ability to use technology to improve teaching and learning; ability to work with divers populations; ability to demonstrate professional behavior and dispositions and engage in reflective practice to improve teaching and learning. The major emphasis was put on tutoring English and Mathematics, but interaction with children from different cultural background was equally important to mentors. The results of the demonstrated that this experience help not only mentees, but also mentors.

Keywords: Reflective Mentoring
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.

Dr. Krystyna Teresa Nowak-Fabrykowski

Associate Professr, Costal Carolina University
Conway, South Carolina, USA

Krystyna Nowak-Fabrykowski is an associate professor of education and director of the master's program in early childhood education at the Spadoni College of Education. She earned a master's degree from the University of Lodz in Poland, a Ph.D. from the University of Warsaw and a diploma for teaching French at Sorbonne University in Paris. She completed post-doctoral training at Laval University in Quebec. She has published more than 20 articles in journals in England, Canada, the United States and Poland, and has presented her research in Greece, Mexico, New Zealand, Poland and Canada. Her major research interests are the symbolic representation of children, the teaching of orphan and foster children, and the development and assessment of caring dispositions in pre-service teachers.

Ref: L08P0248