matthew was very successful with the CHALLENGES of learning to recognize and use a new pedagogy!
Using challenge in my relationship with a Teacher Education Candidate was equally as successful.
Rachel Murray: using a visible thinking routine to help students make connections to concepts in science
As a result of my TLLP activities I was in a position to mentor other experienced teachers
But, consider, what does this word ‘intellectual’ really convey to most classroom teachers? Is it a word they are comfortable with? Do they think of themselves as being “intellectual?” And what would it take for the “average” teacher to develop a realistic vision of “intellectual work” and of “intellectual quality” in either student work or pedagogy?
How often do we consider pedagogy in our mentoring?
This is a matter that goes directly to how deeply teachers view education and to their own most deep-seated habits of thought. For example, if a discussion or presentation moves in an “intellectual” direction, many teachers complain of its being “too abstract, too theoretical” and hence “impractical”. Further conversation with them demonstrates that they think that all teachers need to be effective are techniques and tactics that can be directly communicated to them with little or no abstract reasoning or theoretical discussion. In other words, many teachers think that the abstract and theoretical is, by its very nature, impractical.
What about at the elementary level? Are we modelling this attitude of challenge for our mentees?
Summarizing my action research through the inquiry question of " How can 21st century competencies foster challenge with a mentor?"
I found EVIDENCE that encouraging the intellectual ENGAGEMENT with PEDAGOGY and curriculum instruction is an important factor in how a teacher, new or EXPERIENCED, views THEMSELVES as an aGent of education and has a meaningful impact of the kinds of intellectual activities students are exposed to.