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Moving Forward to Creating Supports for PBI Mentors and Mentees

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Title: Moving Forward to Creating Supports for PBI Mentors and Mentees
Language: English
Authors: Isabella DeLeon, Megan Lindsey, Susannah Muscott, Taylor Whitney, Mandi M. Collins, Megan Beckam
Source: Educational Research: Theory and Practice. 2024 35(3):25-34.
Availability: Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Place Based Education, Clinical Supervision (of Teachers), Mentors, Preservice Teacher Education, Knowledge Level, Teaching Methods, Experienced Teachers, Undergraduate Students, STEM Education, Teacher Education Programs, Faculty Development, Student Development
ISSN: 2637-8965
Abstract: Preservice teachers engage in clinical experiences with in-service teacher mentors to observe and apply theories being learned in coursework in classroom settings. Among the obstacles with clinical experiences is that mentor teachers may lack knowledge of theories being practiced by preservice teachers and may struggle to provide mentorship supports. This convergent mixed-method study engaged four undergraduate student researchers in exploring how a clinical-based course supports the development of the preservice teacher and how professional learning and mentoring experience support the development of the in-service mentor teacher. Findings indicate increases in knowledge and applications of PBI for preservice teachers and mentor teachers and increases in confidence from the in-service teachers to serve as mentors.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440066
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Moving Forward to Creating Supports for PBI Mentors and Mentees
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  Data: <searchLink fieldCode="AR" term="%22Isabella+DeLeon%22">Isabella DeLeon</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Lindsey%22">Megan Lindsey</searchLink><br /><searchLink fieldCode="AR" term="%22Susannah+Muscott%22">Susannah Muscott</searchLink><br /><searchLink fieldCode="AR" term="%22Taylor+Whitney%22">Taylor Whitney</searchLink><br /><searchLink fieldCode="AR" term="%22Mandi+M%2E+Collins%22">Mandi M. Collins</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Beckam%22">Megan Beckam</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Research%3A+Theory+and+Practice%22"><i>Educational Research: Theory and Practice</i></searchLink>. 2024 35(3):25-34.
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  Data: Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Place+Based+Education%22">Place Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Supervision+%28of+Teachers%29%22">Clinical Supervision (of Teachers)</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink>
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  Data: Preservice teachers engage in clinical experiences with in-service teacher mentors to observe and apply theories being learned in coursework in classroom settings. Among the obstacles with clinical experiences is that mentor teachers may lack knowledge of theories being practiced by preservice teachers and may struggle to provide mentorship supports. This convergent mixed-method study engaged four undergraduate student researchers in exploring how a clinical-based course supports the development of the preservice teacher and how professional learning and mentoring experience support the development of the in-service mentor teacher. Findings indicate increases in knowledge and applications of PBI for preservice teachers and mentor teachers and increases in confidence from the in-service teachers to serve as mentors.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 25
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Place Based Education
        Type: general
      – SubjectFull: Clinical Supervision (of Teachers)
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Experienced Teachers
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Student Development
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      – TitleFull: Moving Forward to Creating Supports for PBI Mentors and Mentees
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              Y: 2024
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