Examining mentor teachers' perceptions using Mayring's qualitative content analysis
DOI:
https://doi.org/10.17165/tp.2022.3-4.16-23Keywords:
mentors, competencies, combined paradigm, qualitative content analysisAbstract
In my research, I investigated how mentors perceive the competencies of teacher educators in Hungary. In my study, I followed the combined paradigm based on Creswell's interpretive sequential design model. I wanted to present this research method on the one hand and the results of my research on the other.
References
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European Commission (2013). Supporting Teacher Educators for better learning outcomes. Letzter Abruf: 23. 05. 2021. Quelle: https://ec.europa.eu/assets/eac/education/policy/school/doc/support-teachereducators_en.pdf
Kocsis, M., Mrázik, J. & Imre, A. (2012). Megközelítési módok a tanári kompetenciák leírásához. In: Kocsis M. & Sági M. (Eds.), Pedagógusok a pályán (pp. 61-76). OFI. Letzter Abruf: 05. 08. 2021. Quelle: https://ofi.oh.gov.hu/sites/default/files/attachments/pedagogusok_a_palyan.pdf
Mayring, Ph. (2015). Qualitative Inhaltsanalyse: Grundlagen und Techniken. Beltz Verlag. https://doi.org/10.1007/978-3-531-18939-0_38
Sántha, K. (2015). Trianguláció a pedagógiai kutatásban. Budapest: Eötvös József Könyvkiadó
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