ERIC Number: ED471779
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Sociocultural Perspectives on Mentoring Mathematics Student Teachers.
Elliott, Rebekah L.
This case study of mentoring in a middle school reform-based mathematics classroom examines learning to teach from a participatory perspective on development. The participants' orientations toward mentoring were considered to capture previous experiences and understandings of the mentor and mentee. In addition, an analysis of the forms of participation and the apprenticeship of the mentee (Rogoff, 1995, 1997) were considered to understand how learning to teach took place on multiple planes of analysis. The study showed that learning to teach was grounded in the mentor and mentee's professional communities. Their guiding orientations of mentoring and forms of participation were influenced by these communities. An implication of the study is that we need to construct mentoring education to include a strong reform-based mathematics content in which normative practices of reflection and collaboration on teaching and learning are second nature to instructional practice. And, mentee education must be coordinated with mentoring education to capitalize on field and teacher education opportunities. (Author)
Descriptors: Arithmetic, Educational Change, Junior High Schools, Mathematics Education, Mentors, Middle Schools, Professional Development, Sociocultural Patterns, Teacher Education
ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.