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Mentor Teachers’ Work with Prospective Teachers in a Newly Formed Professional Development School: Two Illustrations


by Diane Yendol-Hoppey — 2007

Background/Content:

Since a large gap exists between the rhetoric of reform-minded teacher education and what actually transpires in student teachers’ field experiences, this study sought to fill a gap in current scholarship which has yet to document how mentor teachers, conceptualized as school-based teacher educators, shape and conduct their own work with student teachers assuming the role of full-year undergraduate interns.

Focus of Study:

The purpose of this study was to explore how two successful mentor teachers enact their work with interns in a newly created inquiry-oriented professional development school.

Research Design:

This investigation uses case study methodology informed by both ethnographic and phenomenological perspectives. Using these lenses and data collected over an eighteen-month period, the stories of two mentor teachers are captured and analyzed.

Conclusions:

Three themes emerged within each case that characterized the unique work of each mentor. The three themes that shape the work of the first mentor offer insight into a conceptual illustration represented by a gardening metaphor. The three themes of the second case suggest a mentor as co-inquirer’s approach to mentoring. A look across the cases augments our understanding of mentoring prospective teachers.



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Cite This Article as: Teachers College Record Volume 109 Number 3, 2007, p. 669-698
http://www.tcrecord.org ID Number: 12828, Date Accessed: 10/21/2017 8:14:29 AM

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About the Author
  • Diane Yendol-Hoppey
    University of Florida
    E-mail Author
    DIANE YENDOL-HOPPEY is an associate professor in the School of Teaching and Learning at the University of Florida. Her research interests focus on developing teacher leadership within K-12 schools targeted at enhanced teacher education and improved student learning. Recent publications include Encountering New Spaces: Teachers Developing Voice within a Professional Development School and The Reflective Educator’s Guide to Classroom Research: Learning to Teach and Teaching to Learn through Practitioner Inquiry.
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