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ERIC Number: EJ824153
Record Type: Journal
Publication Date: 2004
Pages: 13
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1361-1267
Mentoring the Mentors: Student Teachers' Contributions to the Middle School Classroom
Grisham, Dana L.; Ferguson, Janet L.; Brink, Beverly
Mentoring & Tutoring: Partnership in Learning, v12 n3 p307-319 2004
This study presents three case studies of teacher candidates in a Masters in Teaching (MIT) Program who interned in a well-established middle school Professional Development School (PDS) in Washington State. Each of the three portraits reveals how student teachers can positively influence the learning outcomes of middle school students by bringing intellectual excitement and teaching renewal into the literacy classrooms of mentor teachers. Teacher interviews, teacher candidate reflections, and observations document the strengths brought to the classroom by teacher candidates, as well as the challenges they and their mentor teachers faced. The researchers conclude that flexibility and openness to learning on the part of mentor teachers are conditions that provide optimal support to teacher candidates and increase the opportunities for learning to occur for both mentor and mentee. This study also investigates outcomes for mentor teachers involved in collaborative inquiry with student teachers during an internship within the larger context of a partnership with education faculty at a university. The intention was to extend preliminary research by exploring more deeply the potential benefits of collaborative inquiry for the mentor teachers involved in partnership with a university. (Contains 1 figure.)
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 - Evaluative
Education Level: Adult Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington