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ERIC Number: EJ893185
Record Type: Journal
Publication Date: 2010-Sep
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1047-6210
Mentoring Two Student Teachers: Mentors' Perceptions of Peer Placements
Gardiner, Wendy
Teaching Education, v21 n3 p233-246 Sep 2010
Research on peer placements suggests that partnering two preservice teachers with a mentor provides a better, more supportive context for learning to teach. As extant research has focused more on student teachers' development, less is known about mentors' perceptions and experiences. This qualitative study focuses on seven mentor teachers who have mentored one-three years in peer placements to provide a textured understanding of their perceptions and experiences. Results indicate: (a) peer collaboration provides important pedagogical scaffolding that helps student teachers plan and implement complex pedagogies; (b) peer-mentor observation helps student teachers feel more efficacious about their developing practice; (c) sharing responsibility for instruction and distributing roles and resources enables mentors to better meet the needs of student teachers and students; and (d) effective peer placements require mentors to conceptualize their work in different ways. Professional development recommendations are also provided. (Contains 1 table.)
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 - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A