ERIC Number: ED464033
Record Type: RIE
Publication Date: 1998
Evolving, Yet Creating a Mentor Support System for Preservice Teachers in a Professional Development School.
Mahood, Ramona Madson; Grannan, John W.
These case studies show how to improve the pre-service teaching experience by mentoring cooperating teachers. The case studies come from a Professional Development School (PDS) involving a large university and small secondary school. A system of "super cooperating teachers" was implemented in the PDS to accommodate all of the student teachers at the secondary school. Many of the secondary school teachers were inexperienced and did not have the training required to be mentors. The support system allowed inexperienced teachers to have pre-service teachers in their classrooms. The case studies showed how each of several situations impacted mentor support for inexperienced cooperating teachers (mentoring the mentor, lack of teaching strategies from university methods courses, rapport building, individual insecurities, pre-service teachers working on too many problems at once, and cooperating teachers not taking sufficient time with pre-service teachers). Cooperating teachers who had little foundation in various strategies from their methods courses were problems for the mentoring system. Personal attitudes about rapport building presented difficulties when the mentor system worked with both experienced and inexperienced cooperating teachers. Mentoring systems were also challenged by the insecurities of all participants. The mentoring helped when cooperating and pre-service teachers did not relate well to each other. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association for Teaching and Curriculum (Orlando, FL, 1998).