Mentoring the Mentors: Student Teachers' Contributions to the Middle School Classroom
Saved in:
| Title: | Mentoring the Mentors: Student Teachers' Contributions to the Middle School Classroom |
|---|---|
| Language: | English |
| Authors: | Grisham, Dana L., Ferguson, Janet L., Brink, Beverly |
| Source: | Mentoring & Tutoring: Partnership in Learning. 2004 12(3):307-319. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Adult Education Middle Schools |
| Descriptors: | Student Teachers, Professional Development Schools, Mentors, College School Cooperation, Case Studies, Internship Programs, Team Teaching, Teacher Collaboration, Literacy, Context Effect, Teaching Experience, Student Participation |
| Geographic Terms: | Washington |
| DOI: | 10.1080/030910042000275918 |
| ISSN: | 1361-1267 |
| Abstract: | This study presents three case studies of teacher candidates in a Masters in Teaching (MIT) Program who interned in a well-established middle school Professional Development School (PDS) in Washington State. Each of the three portraits reveals how student teachers can positively influence the learning outcomes of middle school students by bringing intellectual excitement and teaching renewal into the literacy classrooms of mentor teachers. Teacher interviews, teacher candidate reflections, and observations document the strengths brought to the classroom by teacher candidates, as well as the challenges they and their mentor teachers faced. The researchers conclude that flexibility and openness to learning on the part of mentor teachers are conditions that provide optimal support to teacher candidates and increase the opportunities for learning to occur for both mentor and mentee. This study also investigates outcomes for mentor teachers involved in collaborative inquiry with student teachers during an internship within the larger context of a partnership with education faculty at a university. The intention was to extend preliminary research by exploring more deeply the potential benefits of collaborative inquiry for the mentor teachers involved in partnership with a university. (Contains 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 23 |
| Entry Date: | 2009 |
| Accession Number: | EJ824153 |
| Database: | ERIC |
| Abstract: | This study presents three case studies of teacher candidates in a Masters in Teaching (MIT) Program who interned in a well-established middle school Professional Development School (PDS) in Washington State. Each of the three portraits reveals how student teachers can positively influence the learning outcomes of middle school students by bringing intellectual excitement and teaching renewal into the literacy classrooms of mentor teachers. Teacher interviews, teacher candidate reflections, and observations document the strengths brought to the classroom by teacher candidates, as well as the challenges they and their mentor teachers faced. The researchers conclude that flexibility and openness to learning on the part of mentor teachers are conditions that provide optimal support to teacher candidates and increase the opportunities for learning to occur for both mentor and mentee. This study also investigates outcomes for mentor teachers involved in collaborative inquiry with student teachers during an internship within the larger context of a partnership with education faculty at a university. The intention was to extend preliminary research by exploring more deeply the potential benefits of collaborative inquiry for the mentor teachers involved in partnership with a university. (Contains 1 figure.) |
|---|---|
| ISSN: | 1361-1267 |
| DOI: | 10.1080/030910042000275918 |
