NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1027505
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1361-1267
Mentoring Beginning Teachers to Enact Discussion-Based Teaching
Stanulis, Randi Nevins; Brondyk, Susan K.; Little, Sarah; Wibbens, Erin
Mentoring & Tutoring: Partnership in Learning, v22 n2 p127-145 2014
As interest in improving the quality of teaching has increased, so has an interest in how teachers can be mentored. We described the Practice of one mentor as she assisted three beginning teachers to shift their teaching practice to a more robust understanding of the high-leverage practice of discussion-based teaching. This mentor participated in a two-year university-led professional development intervention to prepare her to target discussions as a focus. Tenets of assisted performance are used to analyze the mentoring approach used with each unique beginning teacher. The tenets of assisted performance include: (a) identifying performance levels, (b) structuring situations, and (c) scaffolding support and preparing for unassisted performance. In this study, we documented ways in which the mentor demonstrated authority to persist in moving each beginner to embrace features of a complex practice related to reform-based teaching.
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: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A