LEARNING TO TEACH: TEACHER CANDIDATES REFLECT ON THE RELATIONAL, CONCEPTUAL, AND CONTEXTUAL INFLUENCES OF RESPONSIVE MENTORSHIP
By Finney Cherian. 2007
90 citations recorded by the source corpus.
Using interviews, focus groups, and observations, I examined teacher candidates’ experiences with their mentoring teachers over two student teaching periods. Using Feiman‐Nemser and Rosaen’s (1997) mentorship model of guiding teacher learning, I investigated the relational, conceptual, and contextual aspects of the student teaching experience. Results suggest that opportunities to question teaching practices as well as co‐ planning and co‐teaching with associates supported the development of self‐reflection and educational philosophies. Data suggest that mentor beliefs and pressures to maintain board and provincial standardized curriculum reforms prevented teacher candidates from exploring social justice, constructivist, and inquiry‐oriented pedagogies.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/efcd98fc453d14d7fa27fcf86a77a2a1bdfd5907
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Citations in the corpus
- Conceptualizing the Roles of Mentor Teachers During Student Teaching (2012, background): “As research indicates, the mentor–mentee relationship develops as a result of various expectations of the experience (Cherian, 2006; Clarke & Hollingsworth, 2002; Martin, 1997; Parker-Katz & Bay, 2008).”
- Maximizing the Potential of Mentoring: A Framework for Pre-service Teacher Education (2014, background): “The Interconnectedness of the Roles of Mentors and Mentees Within mentoring both the mentor and the mentee have specific roles in a mentoring relationship and these roles shape the outcomes of the mentoring (Cherian, 2007; Scalon, 2008).”
- The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships (2010, background): “Cherian (2007) indicates that the roles mentors are expected to perform and how they perform them, are not well documented in current research.”
- Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “…mentoring approach, mentor teachers were often found caught in the tensions between their task to foster social justice and teacher agency and their responsibility to be accountable for the curriculum and assessment standards dictated by policymakers (Cherian, 2007; Roegman et al., 2016).”