Designing and Implementing a Mentoring Program to Support Clinically-Based Teacher Education

Abstract

This article describes one teacher preparation program's approach to designing and implementing a mentoring program to support clinically-based teacher education. The design for the program is based on an interview study that compared the mentoring experiences of 18 teachers across three different contexts: student teaching, early field experiences, and entry year teaching. The findings were used to extend field experiences, to develop a clinical curriculum that clearly articulated university expectations, and to create a series of three mentoring workshops. In the description of the mentoring workshops, we show how we developed a curriculum for professional development of mentor teachers that includes a clear articulation of teacher candidate activities, co-teaching approaches, and mentoring strategies needed at different levels of teacher candidate development.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 45 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.