ERIC Number: ED278667
Record Type: RIE
Publication Date: 1987-Feb
Reference Count: 0
Lessons Learned: Establishing Mentoring Roles in Two Preparation-Induction Programs. Student Perspectives about What Works.
Etheridge, Carol Plata
Descriptions are given of two graduate level teacher education programs, at Memphis State University, Tennessee, which have teaching experience components relying heavily on mentoring as a support system for preservice teachers. The Master of Arts in Teaching program provides three teaching experiences which build to a fourth, 5-month long experience. Students work with two mentors who observe, advise and guide: a pedagogical specialist who is a college of education faculty member, and an experienced public school teacher who teaches in the same content area and school as the intern. In the Lyndhurst Program, which involves a 9-month internship, students are assigned to work with three mentors who observe, advise, and guide--a practitioner, a pedagogical specialist, and an arts and sciences specialist. In both programs the mentors are assigned to their proteges but the practitioner mentors are chosen by the public school systems with some input from college of education personnel. The pedagogical and arts and science mentors volunteer to be mentors, but final selection is made by project directors. This paper presents the perceptions held by the interns in these two programs regarding their mentoring relationships and what worked. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (67th, Houston, TX, February 15-18, 1987).