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

• Authors: Philippe Remy
• Languages of publication: EN

Abstracts

EN

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.

Keywords

EN

education; teaching; mentoring; tutoring

• Publisher: Sciendo
• Journal: Practice and Theory in Systems of Education
• Year: 2015
• Volume: 10
• Issue: 4
• Pages: 323-328

Dates

published

2015-12-01

received

2015-06-10

accepted

2015-10-30

online

2016-03-14

Contributors

author

Philippe Remy

• Haute Ecole Paul-Henri SPAAK Teacher Training Department, Brussels, Belgium

References

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• Remy, Ph. (2013). Tutoring between future teachers stakes and perspective in a potential learning process. In Pumilia-Gnarini, P., et al. (Eds.), Handbook of research on didactic strategies and technologies for education: Incorporating advancements, Vol. 1. (pp. 646-653). Hershey: IGI Global.
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Identifiers

DOI

10.1515/ptse-2015-0031