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ERIC Number: EJ1021944
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0162-6620
Developing Professional Identities through Participation within a Hybrid Community of Practice: Illustrating the Front-Line Experiences of Four Pre-K Mentor-Teachers
Caudle, Lori A.; Moran, Mary Jane
Action in Teacher Education, v35 n5-6 p387-404 2013
Early childhood classroom teachers are often left with little support and guidance as they assume responsibilities as mentor-teachers. The purpose of this collective case study was to explore how a hybrid community of practice comprised of four pre-K mentors and a university program coordinator supported the development of new understandings about how to effectively supervise preservice teachers. The evolution of collective and individual knowledge was chronicled through interviews, online discussions, face-to-face exchanges, and classroom observations. Data analyses included iterative cycles of coding, moving from open coding to process and pattern coding. Findings illustrate how mentors' processes of coming to know were developed within a complex web of relationships from which the dyadic roles and responsibilities as mentors of preservice teachers and teachers of young children were considered and negotiated. Implications include the need for more collaborative professional opportunities for pre-K mentors within school and university settings.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A