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Faculty Co-Teaching with Their Teacher Candidates in the Field: Co-Planning, Co-Instructing, and Co-Reflecting for STEM Education Teacher Preparation
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Dubek, Michelle; Doyle-Jones, Carol – Teacher Educator, 2021
Co-teaching is a fieldwork model in teacher education used to describe the shared responsibility of educators engaging in the process of planning, teaching, and reflecting to support student learning. While research often describes this model between teacher candidates and mentor teachers, this research examined co-teaching between university…
Descriptors: Team Teaching, Teacher Collaboration, STEM Education, Teacher Education
Learning to Teach with Two Mentors: Revisiting the "Two-Worlds Pitfall" in Student Teaching
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Smith, Emily R.; Avetisian, Virginia – Teacher Educator, 2011
Research on learning to teach repeatedly cites the disjuncture in teaching practices promoted across universities and K-12 schools. Much of the literature that is focused on this "two-worlds pitfall" (Feiman-Nemser & Buchmann, 1985) describes the influence of cooperating teachers' more traditional teaching practices on teacher candidates'…
Descriptors: Student Teaching, Constructivism (Learning), Student Teachers, Mentors
Providing Effective Mentoring for Alternate Rout Beginning Teachers
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Smith, Emily R.; Evans, Corey – Teacher Educator, 2008
In this article the authors analyze the mentoring of an alternate route beginning teacher to better understand mentoring practices in alternative licensure programs and to identify how such programs might more effectively mentor this growing population of teachers. They draw on models of mentoring from traditional and alternate route programs to…
Descriptors: Mentors, Alternative Teacher Certification, Beginning Teachers, Beginning Teacher Induction
Teacher as Mentor, Teacher as Learner: Lessons from a Middle-School Language Arts Teacher.
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Stanulis, Randi Nevins; Weaver, Dera – Teacher Educator, 1998
Reports a longitudinal study of the mentoring relationship between an experienced middle-school teacher and a novice teacher (which was supported by a university educator), highlighting what the experienced teacher learned about herself as an educator through the relationship. Data from observations, journals, and transcripts of research and…
Descriptors: Collegiality, Interpersonal Communication, Interpersonal Relationship, Longitudinal Studies
Staff Development: Old Dogs Can Learn New Tricks.
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Dixon, Felicia A.; Willis, Richard; Benedict, John; Gossman, Eugene – Teacher Educator, 2001
Describes the experiences of four veteran teachers who came to teach in a residential high school for gifted adolescents and participated in peer coaching, study groups, and mentoring. This faculty development exposed them to advanced content and higher order thinking strategies, which were the very same skills they were encouraged to use to…
Descriptors: Academically Gifted, Faculty Development, Mentors, Peer Teaching
Building the University/Public School Partnership: A Workshop for Mentor Teachers.
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Dever, Martha T.; Hager, Karen D.; Klein, Keith – Teacher Educator, 2003
Describes the development, implementation, and evaluation of a workshop for mentor teachers that reflects the collaborative effort of a university and public school faculties. The workshop focused on giving feedback to student teachers. Evaluation data suggest that mentor teachers felt the workshop provided helpful information, teaching them how…
Descriptors: College School Cooperation, Cooperating Teachers, Elementary Secondary Education, Feedback