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ERIC Number: ED307254
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 38
Abstractor: N/A
Reference Count: N/A
Field Experiences that Teach: Mentor/Faculty Roles.
Rosaen, Cheryl L.; And Others
A new field component for the teacher education program at Michigan State University includes the use of collaborating mentor teachers each of whom oversees an individual preservice teacher's field experiences for a two-year period. Instead of simply providing a classroom context for students' field visits, mentor teachers studied the Academic Learning Program goals and research base; collaborated with Academic Learning faculty in the design, evaluation, and revision of field assignments; and guided prospective teachers' work in the field. Thus, mentors played an active role in the teacher education process. This paper describes a study conducted in 1987 and 1988 involving 65 prospective teachers and their mentors and 12 case study students and their mentors selected from the larger group for more detailed data collection. The paper then discusses four issues concerning the collaborative relationship between faculty and mentor teachers centered around providing educative field experiences for prospective teachers: (1) the learning-to-mentor process; (2) the evolution of the mentor teacher role; (3) mentor teachers teaching faculty; and (4) the faculty role in the collaborative process. The study focuses on understanding students' developing knowledge and understanding of teaching for conceptual understanding of subject matter, and their ability to use their developing knowledge and skills to teach for conceptual change. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A