Journal Article

Learner-Centered Mentoring

Kolman, Joni S., Goodwin, A. Lin, Roegman, Rachel

2017

Overview

Prevailing teacher education reform initiatives call for preservice preparation to be \"clinically rich\"-shifting the primary locus, and therefore location, of learning from within university walls to schools (National Council for Accreditation of Teacher Education, 2010; New York State Department of Education, 2011; U.S. Department of Education, 2009, 2011). Effective Mentoring in Preservice Teacher Preparation A considerable body of empirical research has reiterated the general sentiment that MTs play a critical role in developing teacher candidates' skills, knowledge, and dispositions. [...]several studies have concluded that good MTs are reflective practitioners (Boreen, Johnson, Niday, & Potts, 2000; Cherian, 2007), work effectively with colleagues (Boreen et al., 2000), maintain a passion for teaching children (Boreen et al., 2000; Graham, 2006; Osunde, 1996), and hold a view of learning to teach that is focused on pupils (Feiman-Nemser & Carver, 2012; Gardiner, 2011). [...]the research has reflected a particular interest in the many roles that MTs play in preparation (Butler & Cuenca, 2012; Clarke et al., 2014; Koc, 2012; Putnam & Borko, 2000; Rozelle & Wilson, 2012; Wang & Odell, 2002; Young, Bullough, Draper, Smith, & Erickson, 2005), particularly around the relational components and mentoring around teaching practice. Many studies have highlighted that both MTs and teacher candidates see a personal and caring relationship as crucial for an effective student teaching experience (Clarke, 2006; Glenn, 2006; Fairbanks, Freedman, & Kahn, 2000). Part of this relationship involves the MT providing a warm and friendly environment as well as emotional support throughout the clinical experience (Beck &...

• Publisher: Caddo Gap Press
• Subject: Accountability / Attitude Measures / Beginning Teachers / Children / Cooperating Teachers / Curricula / Disabilities / Education policy / Education reform / Educational Change / Educational reform / English Language Learners / Faculty Development / Focus Groups / France / Learning / Mentoring / Mentoring programs / Mentors / Modeling (Psychology) / New York / Preservice Teacher Education / Preservice Teachers / Qualitative Research / Schools / Social aspects / Space / Special Education / Student Centered Learning / Student Journals / Student teacher relationship / Student teachers / Student teaching / Studies / Teacher Characteristics / Teacher education / Teacher Education Programs / Teacher Role / Teachers / Teaching / Teaching methods / Urban Schools / Webber, Heather