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ERIC Number: EJ820443
Record Type: Journal
Publication Date: 2007
Pages: 30
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1467-9620
Mentor Teachers' Work with Prospective Teachers in a Newly Formed Professional Development School: Two Illustrations
Yendol-Hoppey, Diane
Teachers College Record, v109 n3 p669-698 2007
Background/Content: Since a large gap exists between the rhetoric of reform-minded teacher education and what actually transpires in student teachers' field experiences, this study sought to fill a gap in current scholarship which has yet to document how mentor teachers, conceptualized as school-based teacher educators, shape and conduct their own work with student teachers assuming the role of full-year undergraduate interns. Focus of Study: The purpose of this study was to explore how two successful mentor teachers enact their work with interns in a newly created inquiry-oriented professional development school. Research Design: This investigation uses case study methodology informed by both ethnographic and phenomenological perspectives. Using these lenses and data collected over an eighteen-month period, the stories of two mentor teachers are captured and analyzed. Conclusions: Three themes emerged within each case that characterized the unique work of each mentor. The three themes that shape the work of the first mentor offer insight into a conceptual illustration represented by a gardening metaphor. The three themes of the second case suggest a mentor as co-inquirer's approach to mentoring. A look across the cases augments our understanding of mentoring prospective teachers.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A