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The author chronicles the many changes in student-teaching practices in the past 50 years, including the effects on the well-being of student teachers. She describes the changes in student teaching length and format, technology advances, teamwork through professional learning communities, student-teacher-performance assessments, seminars, and teacher well-being practices. Changes through the Covid pandemic are analyzed through changes in teaching formats and e-supervision. The author provides parallels between student-teaching changes and her own experience as a student teacher, cooperating teacher, university supervisor, and supervisor coordinator.

Hoag et al honor Carolyn J. Rants, former international president of Delta Kappa Gamma, celebrating her lifelong leadership, vision, and service to the organization. They trace her 62-year membership and highlights her many contributions, including her presidency from 2008-2010, committee work, and role as a mentor and innovator. Known for her charisma, courage, creativity, and commitment, Rants led major organizational changes, including revising governing documents, strengthening branding, expanding international partnerships, and modernizing procedures and technology. She inspired collaboration across generations and emphasized service, celebration, and inclusivity. Even after her presidency, she remained actively engaged at local and state levels, supporting education and community programs. The tribute presents her as a model DKG leader whose legacy encourages members to be collaborative, courageous, and creative while honoring tradition and embracing change.

We believe that mentors are very important for the professional development of beginning teachers and that mentors should be effective questioners and active listeners. The old traditional form of mentoring was for a mentor to be an advice giver and a problem solver and now we look upon mentoring as more of listening and questioning to help the beginning teacher then who grow more and think more about how to help students learn.

Describes a project which set up mentoring conversations via e-mail to support the developmental growth of preservice teachers in secondary English teaching methods courses. Examines in depth the e-mail correspondence of a mentoring veteran teacher, showing how she mentored by modeling, illustrating, affirming, questioning, qualifying, and reflecting. Analyzes e-mail correspondence between two preservice teachers, peer-mentoring each other. Offers recommendations. (SR)

Describes a project that connected eighth-grade readers and preservice English teachers via e-mail to see how they would create their own world of talking and thinking about literature. Offers 2 case studies that examine how these dialogues helped preservice teachers develop questioning, modeling, and assessing strategies. Concludes that e-mail technology can function as a justifiable meeting place for valid discourse.

The aim of this study is to advance our understanding of the nature of mentoring relationships for novice teachers. One purpose is to identify and describe the experiences, goals, and perspectives that beginning and experienced teachers bring to the mentoring relationship and to examine how these personal histories influence and affect the ensuing partnership. Other purposes are to explore the various conflicts which arise during mentoring and their resolution, to examine the intentions and expectations that the two individuals had of their own and each other's roles, and to determine how these were situated in the social and cultural environment of the school. Five case studies of novice teacher/mentor teacher relationships are presented, one of which examines the traditional mentoring situation of a student teacher/cooperating teacher pair and four case studies which view first-year teacher/mentor teacher relationships. Data sources included interviews, conference sessions, classroom observations, teacher journals, and various teaching artifacts such as unit plans and teacher portfolios. Each case study describes the different backgrounds and expectations contributing to the influences and tensions within each mentoring relationship. This study offers three conclusions. First, mentoring relationships are highly complex and cannot be categorized simply as effective and ineffective since most relationships include elements of successes and problems. Second, particular factors may tend to either promote or hinder the relationship. Factors which enhance mentoring relationships include shared time, a prior relationship, a supportive school structure, and self-selection of mentors. On the other hand, factors which may inhibit mentoring relationships include differences in philosophical beliefs, personality traits, gender differences, extensive age gaps, and physical classroom distance. Third, mentor teachers may play multiple roles, either changing from one role to another or moving back and forth among such roles as advice giving, problem solving, questioning, listening, and reflecting. We will begin to understand more about complexities in mentoring when we view collegial relationships as ongoing, reciprocal, and active forms of professional growth.