Preparing School-Based Teacher Educators
Mentor Teachers’ Perceptions of Mentoring and Mentor Training
Bibliographic Data
| ID | 11259847 |
|---|---|
| Authors | Audra K Parker (0000-0002-3118-7950, George Mason University, corresponding author), Kristien Zenkov (0000-0001-5265-5568, George Mason University), Holly Glaser (0000-0001-5638-7783, George Mason University) |
| Year | 2021 |
| Volume | 96 |
| Issue | 1 |
| Pages | 65-75 |
| Publication date | 2021-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0161956x.2021.1877027 |
| OpenAlex | W3129272732 |
| Language | EN |
| Citations received | 15 |
| References cited | 24 |
Teacher education is in the midst of a national shift toward clinically centered teacher preparation, answering recent calls from professional associations, scholarly and policy reports, and accreditation agencies. This model of educator preparation centers efforts in clinical or school-based settings—rather than in university-based contexts—while also purposefully intersecting teacher candidates’ opportunities for academic learning and professional applications of pedagogical skills. It is within this context that the roles school-based teacher educators play in clinical teacher preparation are gaining increased attention. As the key link between learning theory and implementation of pedagogical strategies, mentor teachers are recognized by university-based teacher educators as “experts of practice.” Yet the roles of the mentor teacher in teacher education endeavors—and specifically their preparation for such essential and valued roles—are largely unexplored. In this article, the authors outline the first year of their now three-year effort to respond to these traditions and assumptions by codesigning a cost-effective and sustainable approach to training PK–12 mentor teachers to serve as boundary-spanning, school-based teacher educators. They also describe participants’ developing perspectives on mentoring and their assessments of the impacts of the training based on an examination of the first-year implementation. They conclude with a consideration of the implications of these initial training efforts for their own contexts, others’ settings, and the broader field of educator preparation
Accreditation · Context (archaeology · Faculty Development · Mathematics education · Medical education · Pedagogy · Perception · Professional development · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Medicine · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Beyond the theory-practice divide
Mentorship interventions for the professional development of in-service teachers
Building reliable teacher education systems
Initial teacher training
Meaningful mentor development
Influencing beginner teachers' autonomy
Guerrilla teacher educators
School-based teacher educators use of a teaching performance assessment as a boundary object
Identifying school-based teacher educators’ professional learning needs
The Professional Learning Needs and Priorities of School‐Based Teacher Educators in England, Israel and Romania
Rethinking the gradual release of responsibility in ITE mentoring
The role of mentoring expertise in school-based teacher educator recruitment
What makes a good mentor of in-service teacher education? —A systematic review of mentoring competence from a transformative learning perspective
Roles, relationships, and experiences among the stakeholders in the teaching practice in Malawi
Differences between a teacher educator’s and prospective classroom teacher’s talk-based strategies for fostering academically productive classroom talk
Situational Analysis
The Coding Manual for Qualitative Researchers
Teachers’ Beliefs and Educational Research
Designing for Critical, Relational, Practice-Immersed Teacher Preparation
What makes a good induction supporter
Intensive mentoring that contributes to change in beginning elementary teachers’ learning to lead classroom discussions
Mentoring beginning teachers
Mentor pedagogy and student teacher professional development
Mind activity in teaching and mentoring
Jumping in”
The expressed and the realized
How different mentoring approaches affect beginning teachers' development in the first years of practice
Critical Discourses on Teacher Development
Helping Novices Learn to Teach
The Turn Once Again Toward Practice-Based Teacher Education
Complex Interactions in Student Teaching
| Citations per year | 5 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |