The purpose of this study was to shed light on mentor teachers' perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). We hypothesized that the mentor teachers' perceptions would likely differ from established conceptions of this construct, a…

Seeking to soften the gap between clinical and tenure-track teacher education faculty, a year-long action research seminar was conducted. Using data from observation notes, interviews and a taped seminar session, the authors explore the seminar from its very rocky beginning to its conclusion. Drawing on the concept of "communities of…

Mentoring is often portrayed as an unqualified good. Teacher educators claim that mentoring holds promise for beginning teacher development, increased retention of novice teachers, and mentor-teacher improvement. Drawing on positioning theory, this study describes negotiation of power and position in a failed triad composed of a public school…

Desiring to overcome sharp feelings of disconnection, a year-long participatory action research seminar involving both clinical and tenure-track teacher education faculty was formed. Working in teams with tenure-track faculty support, clinical faculty set research questions but they were reluctant to assume project leadership. In part, because of…