caa a22 4500 463209850 CHVBK 20180405153137.0 cr unu---uuuuu 170326e20070101xx s 000 0 eng 10.1007/s11251-006-9000-7 doi (NATIONALLICENCE)springer-10.1007/s11251-006-9000-7 Analysis of ill-structured problem solving, mentoring functions, and perceptions of practicum teachers and mentors toward online mentoring in a field-based practicum [Elektronische Daten] [Khe Foon Hew, Dennis Knapczyk] This article describes an exploratory study of question prompts and online mentoring (specifically a lateral or peer mentoring experience) in a field-based practicum that focused on teaching ill-structured problem solving of classroom discipline. Data were gathered on 26 in-service practicum teachers through online observations, online journal reports, questionnaires, and reflection logs. Results showed that the practicum teachers were successful in using the approach to plan and implement effective interventions for their students and that they perceived the online mentoring approach as being very beneficial in supporting their learning. A more detail analysis of seven practicum teachers and their mentors indicated that their mentors engaged in eight types of online mentoring functions; the most frequently used were asking practicum teachers to elaborate, and valuing the practicum teachers' contributions. The influence of the mentoring functions on the seven practicum teachers' ill-structured problem solving is also discussed. The study offers evidence that asynchronous online mentoring and question prompts can enhance the professional development of both practicum teachers and mentors by helping them learn about and apply intervention strategies in solving real-world teaching problems. Springer Science+Business Media, Inc., 2006 Online mentoring nationallicence question prompts nationallicence problem solving nationallicence teacher practicum nationallicence Hew Khe Foon Department of Instructional Systems Technology, Indiana University, Bloomington, W.W. Wright Education Building, 201 North Rose Avenue, 47405, Bloomington, IN, USA aut Knapczyk Dennis Department of Curriculum and Instruction, Indiana University, Bloomington, Bloomington, IN, USA aut Instructional Science Springer Netherlands 35/1(2007-01-01), 1-40 0020-4277 35:1<1 2007 35 11251 https://doi.org/10.1007/s11251-006-9000-7 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11251-006-9000-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Hew Khe Foon Department of Instructional Systems Technology, Indiana University, Bloomington, W.W. Wright Education Building, 201 North Rose Avenue, 47405, Bloomington, IN, USA aut NATIONALLICENCE 700 1- Knapczyk Dennis Department of Curriculum and Instruction, Indiana University, Bloomington, Bloomington, IN, USA aut NATIONALLICENCE 773 0- Instructional Science Springer Netherlands 35/1(2007-01-01), 1-40 0020-4277 35:1<1 2007 35 11251 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer