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ERIC Number: EJ771845
Record Type: Journal
Publication Date: 2007
Pages: 22
Abstractor: Author
Reference Count: 25
ISSN: ISSN-0380-2361
Learning to Teach: Teacher Candidates Reflect on the Relational, Conceptual, and Contextual Influences of Responsive Mentorship
Cherian, Finney
Canadian Journal of Education, v30 n1 p25-46 2007
Using interviews, focus groups, and observations, I examined teacher candidates' experiences with their mentoring teachers over two student teaching periods. Using Feiman-Nemser and Rosaen's (1997) mentorship model of guiding teacher learning, I investigated the relational, conceptual, and contextual aspects of the student teaching experience. Results suggest that opportunities to question teaching practices as well as co-planning and co-teaching with associates supported the development of self-reflection and educational philosophies. Data suggest that mentor beliefs and pressures to maintain board and provincial standardized curriculum reforms prevented teacher candidates from exploring social justice, constructivist, and inquiry-oriented pedagogies. (Contains 1 note.)
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A