Enabling constructivist teaching through telementoring

D. Kevin O’Neill

doi:10.1300/J008v17n01_03

Enabling constructivist teaching through telementoring

D. Kevin O’Neill

University of Toronto

Research output: Contribution to journal › Article › peer-review

Abstract

On-line mentoring is a relatively new way to support students and teachers in the pursuit of ambitious constructivist learning. Using examples from classroom practice, this paper describes such "telementoring" relationships, and how they differ from traditional mentoring, apprenticeship and tutoring. The design and use of a telementored curriculum unit in middle school science is then discussed, and a set of general guidelines is provided to aid teachers and administrators in designing and carrying out their own telementoring initiatives.

Original language	English
Pages (from-to)	33-58
Number of pages	26
Journal	Special Services in the Schools
Volume	17
Issue number	1-2
DOIs	https://doi.org/10.1300/J008v17n01_03
Publication status	Published - 2002
Externally published	Yes

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Constructivism
Internet
Mentoring
Science learning

Access to Document

10.1300/J008v17n01_03

Cite this

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KW - Mentoring

KW - Science learning

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Enabling constructivist teaching through telementoring

Abstract

UN SDGs

Keywords

Access to Document

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