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ERIC Number: ED358459
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
Mentoring as Teaching and Learning.
Baker, Moira P.
As teaching assistants, graduate students are often thrown into the deep waters of their first courses with little or no direction, instruction, or support. Teacher training programs offer little help in achieving a sense of professional teaching or classroom methodology. The Mentor program of Radford University's English Department provides an excellent approach to overcoming this void in the professional development of young teachers. Professors who participate in the program, moreover, not only give instruction and support but also receive a great deal themselves as they re-examine their own teaching practices and assumptions. Meetings with the department teaching assistants often occur over casual dinners during which participants share stories and insights concerning the profession of teaching. Each person has to finally write out his/her own teaching philosophy. The course descriptions and syllabi are designed together as a group. Overall, the regular meetings in the group and among colleagues in smaller gatherings prove enlightening, encouraging, and helpful for everyone, including the experienced professors. The program has reminded each participant, first and foremost, of the centrality of the student as the reason teachers teach. (HB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A