(Praxis-)Reflexion durch Mehrebenen-Mentoring von Lehramtsstudierenden in der frühen Praxisphase

(Praxis-)Reflexion durch Mehrebenen-Mentoring von Lehramtsstudierenden in der frühen Praxisphase

Die Reflexion über Denk- und Handlungsprozesse im pädagogischen Kontext ist eine grundlegende Bedingung für die professionelle Ent-wicklung der Lehrerpersönlichkeit und wird als Basiskonstante für den beruflichen Selbstlernprozess verstanden. Verschiedene Mentoring-Formate in der Lehreraus- und -we...

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Bibliographic Details
Main Authors:	Frances Hoferichter, Ute Volkert
Format:	Article
Language:	deu
Published:	BiSEd 2020-09-01
Series:	Herausforderung Lehrer*innenbildung
Subjects:	Peer-Mentoring, Schul-Mentoring, Tandem-Mentoring, Lehrerausbildung, frühe Praxisphase, Grounded Theory
Online Access:	https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/2695

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