The Role of Effective Mentors in Learning to Teach

By Colleen M. Fairbanks, Debra M. Freedman, C. Kahn. 2000

244 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d4617b37f23f527d351b4322f6abdec9ed5bf7fb

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In Education

Citations in the corpus

From student to teacher: reducing practice shock and early dropout in the teaching profession (2003, background): “Koerner (1992) and Fairbanks et al. (2000) argue that incorporating newcomers breaks through the isolation of the teacher (the mentor).”
More than a place to teach: exploring the perceptions of the roles and responsibilities of mentor teachers (2008, background): “Additionally, effective teacher mentors may become ‘sources of advice, and sounding boards for concerns about teaching’ who challenge beginning teachers ‘to think more broadly about their practice’ (Fairbanks et al., 2000, p. 102).”
Mentoring and the emotions (2004, background): “How they played them illustrates how, as Fairbanks et al. (2000) have argued, mentoring is like dancing: the music changes frequently and with each change a new step is required and one never knows if a stumble and an unintended injury or a graceful lift and two joyous smiles will result.”
Novice teacher growth and personal models of mentoring: choosing compassion over inquiry (2005, background): “…of both mentors and protégés profoundly influence the kind and quality of the relationship that develops (see Clarke & Hollingsworth, 2002), so that mentoring is variously described as ‘idiosyncratic’ (Martin, 1997, p. 195) and as a form of ‘improvised practice’ (Fairbanks et al., 2000, p. 110).”
Conceptualizing the Roles of Mentor Teachers During Student Teaching (2012, background): “…these student teaching experiences begin to look toward their mentor teachers for guidance, as, for many preservice teachers, mentor teachers are the first educators to help make sense of the formal and informal requirements and resources involved in teaching (Fairbanks et al., 2000; Odell, 1986).”
The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers (2007, background): “There is also an attempt to identify the characteristics of good mentoring through case studies, in-depth interviews and observations (Rowley, 1999; Fairbanks et al., 2000; Feiman-Nemser, 2001).”
The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships (2010, background): “• Share ideas through conversations and actions (Fairbanks et al., 2000)”
Learning to Teach English in Hong Kong: The Opinions of Teachers in Training (2003, background): “* 2.41 0.67 1.97 0.81 6.26 0.012 Means: 1 = yes, very definite, 4 = not definite at all; * p < 0.05 relationships with students, perhaps due to confusion over their own identity as a former student or a future teacher (Fairbanks et al., 2000).”