Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Executive Summary

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


by Diane Yendol-Hoppey - 2007


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Mentor Teachersí Work with Prospective Teachers in a Newly Formed Professional Development School: Two Illustrations
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 109 Number 3, 2007, p. 669-698
https://www.tcrecord.org ID Number: 12828, Date Accessed: 8/20/2019 5:19:04 PM
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

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 Educatorís Guide to Classroom Research: Learning to Teach and Teaching to Learn through Practitioner Inquiry.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS