ERIC Number: ED450101
Record Type: Non-Journal
Publication Date: 2001-Jan-25
Adult Learning Theory: The Mentoring Connection.
The mission of an effective mentoring program for beginning teachers is critical to their successful professional development. In order to successfully prepare veteran teachers for the role of mentor to beginning teachers, a combination of cognitive coaching and Pathwise Performance Assessment (PPA) is suggested. Included in such a staff development program should be an adult cognitive-development/learning-theory component. Such an approach allows the mentor to help the mentee make the transition from inductee to veteran. This type of program challenges the traditional approach to staff development and supports the paradigm shift to a learner-centered view of teaching. This paper discusses one faculty member's participation in a two-credit graduate course, Mentoring Induction-Year Teachers, designed to meet one school district's staff development needs. The program's focus was on the PPA and on developing skills in cognitive coaching whereby teachers could implement the Pathwise framework with a protege. The paper examines: the connection between PPA and cognitive coaching; adult learning theory; Vygotsky's Zone of Proximal Development; Perry's Developmental Scheme (which emphasizes cognitive development in nine positions); women's views on developmental issues; and connections between mentors and mentees. (Contains 25 references.) (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A