Learner-Centered Mentoring: Building from Student Teachers’ Individual Needs and Experiences as Novice Practitioners

• Published in: Teacher education quarterly (Claremont, Calif.) Calif.), 2017-06, Vol.44 (3), p.93-117
• Main Authors: Kolman, Joni S., Roegman, Rachel, Goodwin, A. Lin
• Format: Article
• Language: English
• Subjects: Accountability; Attitude Measures; Beginning Teachers; Children; Cooperating Teachers; Curricula; Disabilities; Education policy; Education reform; Educational Change; Educational reform; English Language Learners; Faculty Development; Focus Groups; France; Learning; Mentoring; Mentoring programs; Mentors; Modeling (Psychology); New York; Preservice Teacher Education; Preservice Teachers; Qualitative Research; Schools; Social aspects; Space; Special Education; Student Centered Learning; Student Journals; Student teacher relationship; Student teachers; Student teaching; Studies; Teacher Characteristics; Teacher education; Teacher Education Programs; Teacher Role; Teachers; Teaching; Teaching methods; Urban Schools; Webber, Heather
• ISSN: 0737-5328

Prevailing teacher education reform initiatives call for preservice preparation to be "clinically rich"-shifting the primary locus, and therefore location, of learning from within university walls to schools (National Council for Accreditation of Teacher Education, 2010; New York State Department of Education, 2011; U.S. Department of Education, 2009, 2011). Effective Mentoring in Preservice Teacher Preparation A considerable body of empirical research has reiterated the general sentiment that MTs play a critical role in developing teacher candidates' skills, knowledge, and dispositions. [...]several studies have concluded that good MTs are reflective practitioners (Boreen, Johnson, Niday, & Potts, 2000; Cherian, 2007), work effectively with colleagues (Boreen et al., 2000), maintain a passion for teaching children (Boreen et al., 2000; Graham, 2006; Osunde, 1996), and hold a view of learning to teach that is focused on pupils (Feiman-Nemser & Carver, 2012; Gardiner, 2011). [...]the research has reflected a particular interest in the many roles that MTs play in preparation (Butler & Cuenca, 2012; Clarke et al., 2014; Koc, 2012; Putnam & Borko, 2000; Rozelle & Wilson, 2012; Wang & Odell, 2002; Young, Bullough, Draper, Smith, & Erickson, 2005), particularly around the relational components and mentoring around teaching practice. Many studies have highlighted that both MTs and teacher candidates see a personal and caring relationship as crucial for an effective student teaching experience (Clarke, 2006; Glenn, 2006; Fairbanks, Freedman, & Kahn, 2000). Part of this relationship involves the MT providing a warm and friendly environment as well as emotional support throughout the clinical experience (Beck &...