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ERIC Number: ED454160
Record Type: Non-Journal
Publication Date: 2001-Apr-12
Pages: 39
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A School-Based Mentor Teacher Study Group as a Context for Professional Learning.
Carroll, David M.
This paper describes key aspects of a year-long study on the effectiveness of combining a professional development intervention in the form of a mentor teacher study group directed toward fostering educative mentoring with a research study to examine the study group's impact on professional learning about mentoring. The first section focuses on an urban elementary mentor teacher study group as a context for professional learning, which met for nine 2-3 hour sessions from September through April. Most of the sessions were devoted to analyzing artifacts of teachers' mentoring practice. This section describes a theoretical approach to understanding learning in communities of practice and presents an approach to analyzing professional learning resulting from interactive talk in the study group. Employing those theoretical and analytic perspectives, it then focuses on one example of the study group's work and examines how teachers used the study group as a context for joint construction of ideas about learning to teach and mentoring. The second section examines leadership for inquiry-oriented discourse and explores issues on initiating and sustaining collaborative learning in the study group. (Contains 22 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A