Mentoring in Transformative Hybrid Spaces: Preservice Teacher Preparation and Literacy Learning in Moçambique

The work of the authors as teacher educators spans contexts (in the United States and Southern Africa) that share both similarities and differences. In both contexts, the authors, as a team of teacher educators, seek out ways to improve the experiences that they offer beginning teachers in programs....

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Bibliographic Details
Published inJournal of adolescent & adult literacy Vol. 63; no. 2; pp. 127 - 133
Main Authors Sailors, Misty, Hoffman, James V
Format Journal Article
LanguageEnglish
Published Wiley-Blackwell 01.09.2019
Subjects
Experiential Learning
Foreign Countries
Literacy Education
Mentors
Preservice Teacher Education
Rural Areas
Teacher Education Programs
Transformative Learning
Mozambique
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Summary:The work of the authors as teacher educators spans contexts (in the United States and Southern Africa) that share both similarities and differences. In both contexts, the authors, as a team of teacher educators, seek out ways to improve the experiences that they offer beginning teachers in programs. In this commentary, the authors review the importance of field experiences for preservice teachers, especially experiences that operate in hybrid spaces. The authors provide an overview of what one such hybrid space looks like in the context of the Chitima Institutos de Formação de Professores (teacher training institute), located in a rural village in Mozambique. It is through their shared work that the authors hope to disrupt traditional notions of teacher education and literacy learning and teaching for the beginning teachers at the institute, as well as programs in other contexts.
ISSN:1081-3004
DOI:10.1002/jaal.972