ERIC Number: ED343887
Record Type: RIE
Publication Date: 1992-Feb
Helping Novices Learn To Teach: Lessons from an Experienced Support Teacher. Research Report 91-6.
This study investigates beginning teacher induction programs; what is known about experienced teachers acting as mentors; what mentors do and how they think about their work; and what novices learn from their interactions with them. This case study describes how one support teacher, Pete Frazer, a 30-year veteran, defines and enacts his role with beginning teachers. Based on 10 hours of interview data and 10 hours of observational data, specific principles and strategies that shape Frazer's practice and methods he utilized to learn this kind of work are considered. He defines the essence of mentoring in terms of adopting a stance of co-thinker rather than expert, and achieving a balance between the desire to share personal knowledge of good teaching with the need to help novices construct their own versions. Findings suggest that in his role as mentor, Frazer contributed to the learning of beginning teachers, and also learned himself; this learning helped him become a better support teacher and a better classroom teacher; the learning occurred through collaboration and experimentation within a professional learning community. Mentoring presumes the value of discourse about teaching and learning among teachers. (LL)
Descriptors: Beginning Teacher Induction, Case Studies, Collegiality, Elementary Secondary Education, Faculty Development, Helping Relationship, Interpersonal Relationship, Mentors, Role Models, Role Perception, Teaching Experience
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($6.05).
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.
Note: Paper presented at the Meeting of the International Study Association on Teacher Thinking (Surrey, England, United Kingdom, September 1991).