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Tutoring and Mentoring: An A.R.C. Model for Future Teachers: Affective, Reflexive and Cognitive Orientation to Self-regulated Learning

Tutoring and Mentoring: An A.R.C. Model for Future Teachers: Affective, Reflexive and Cognitive... Abstract With a specific focus on tutoring among future teachers this article proposes a model of self-regulated learning. The focus on different mechanisms inherent to the tutoring relationship will consider Affective impacts or motivation, Reflexive or metacognitive and Cognitive resolutions. The ARC combination proposes that personal skills will be gained and beneficial transfers into the class will be possible. This approach with a model considers explicit learning as a part of tutoring relationship successes. A prospective study on a short scale provides a few indicators in this direction and will be followed by a mentoring study. As private companies also present services in the shadow of the official educational system some recommendations will illustrate the tutoring original pedagogical relation with specific limits and the potential for new understanding. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Practice and Theory in Systems of Education de Gruyter

Tutoring and Mentoring: An A.R.C. Model for Future Teachers: Affective, Reflexive and Cognitive Orientation to Self-regulated Learning

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References (15)

Publisher
de Gruyter
Copyright
Copyright © 2015 by the
ISSN
1788-2591
eISSN
1788-2591
DOI
10.1515/ptse-2015-0031
Publisher site
See Article on Publisher Site

Abstract

Abstract With a specific focus on tutoring among future teachers this article proposes a model of self-regulated learning. The focus on different mechanisms inherent to the tutoring relationship will consider Affective impacts or motivation, Reflexive or metacognitive and Cognitive resolutions. The ARC combination proposes that personal skills will be gained and beneficial transfers into the class will be possible. This approach with a model considers explicit learning as a part of tutoring relationship successes. A prospective study on a short scale provides a few indicators in this direction and will be followed by a mentoring study. As private companies also present services in the shadow of the official educational system some recommendations will illustrate the tutoring original pedagogical relation with specific limits and the potential for new understanding.

Journal

Practice and Theory in Systems of Educationde Gruyter

Published: Dec 1, 2015

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