tailieunhanh - HANDBOOK OF ADOLESCENT PSYCHOLOGY - PART 6

cả hai cuộc phỏng vấn thanh thiếu niên và người lớn, và chúng tôi mong đợi những hành vi như vậy để thúc đẩy học tập thích nghi (Bransford, Brown, cocking, Donovan, và Pellegrino, năm 2000) có nghĩa là học tập được nhiều hơn vẹt và có thể được áp dụng và chuyển đổi các điều kiện thay đổi. | Research on Mentoring and Contexts for Mentoring 421 to both youth and adult interviews and we expected such behaviors to promote more adaptive learning Bransford Brown Cocking Donovan Pellegrino 2000 mean-ing learning that is more than rote and that can be applied and transformed as conditions change. The challenging teaching behaviors especially problem solving illustrate well the reciprocal nature of mentoring. Mentors cannot succeed unless their protégés take an active part in the process. Bandura s 1986 emphasis on cognitive transformation as an essential process in observational learning is a part of reciprocity. In service-learning this process is known as reflection following Dewey 1938 . The importance of reflection is perhaps the most firmly established principle of service-learning. Reflection in this context means having the opportunity to think about and discuss the service experience and to relate it to beliefs values knowledge and plans . Conrad Hedin 1982 . Younnis and Yates 1997 provide an extended case study that both affirms the importance of reflection and illustrates how it can be encouraged. They describe in depth a course in a Catholic high school that included a service-learning activity participation in a Washington DC soup kitchen. The teacher required students to write essays on their experience and organized the class around the topic of social justice. The combination of becoming personally acquainted with indigent people reading about the sources of poverty and inequality and discussing and writing about these experiences and issues had a profound impact on the students. Former students also testified to the course s impact on their lives. Another aspect of reciprocity is the distinctive qualities that both parties bring to a mentoring relationship which assure that mentoring has different effects on different adolescents. Mortimer s 2003 research on youth employment is the best illustration of this principle. As noted previously .