ERIC Number: EJ1179589
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Democratic Teachers Mentoring Novice Teachers: Enacting Democratic Practices and Pedagogy in Teacher Education
Payne, Katherina A.
Action in Teacher Education, v40 n2 p133-150 2018
Much like preservice teachers, who cite cooperating teachers as influential to the learning-to-teach process, this study and its findings center the work of cooperating teachers as essential to teacher education for democratic education. The mentoring practices of cooperating teachers often reflect their teaching practices with students in their classroom; as such, this study examines the mentoring practices of five democratic teachers who worked with six preservice teachers in a one-semester clinical experience. Democratic mentoring affords preservice teachers opportunities to observe democratic teaching practices, to attempt enacting democratic practices within a classroom context ready for progressive practices and curricula, and importantly, to experience democratic education in their own learning-to-teach process. Further, recognition of the democratic mentoring practices of cooperating teachers, as teacher educators, democratizes teacher education by attending to multiple spaces of knowledge about teaching and students.
Descriptors: Mentors, Beginning Teachers, Preservice Teachers, Preservice Teacher Education, Democracy, Democratic Values, Qualitative Research, Semi Structured Interviews, Teaching Methods, Teacher Educators, Elementary Education, Cooperating Teachers, Student Teachers, Student Teaching, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A