NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1076508
Record Type: Journal
Publication Date: 2015-Nov
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1053-4512
The Role of Mentors in Developing and Implementing High-Quality Field-Based Placements
Paulsen, Kim; DaFonte, Alexandra; Barton-Arwood, Sally
Intervention in School and Clinic, v51 n2 p97-105 Nov 2015
Teacher preparation programs (TPP) rely on school-based mentor teachers and university mentors to assist their teacher candidates with bridging the information presented in courses to the "real world" of teaching. Given the important role that the clinical components of teacher preparation provide in terms of candidate development, the variation across TPPs in terms of support provided for mentor teachers (from minimal to extensive) is pronounced. This article describes how one university delivered comprehensive training for mentors that reflects research-recommended practices in mentoring and delivery of special education practices. Outcomes from mentors, faculty, and teacher candidates are presented to illustrate how other TPPs can increase the level of support provided for mentor teachers and university mentors.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325T070032