A three-phase sequence in which teacher candidates plan a lesson with the assistance of the clinical educator and mentor teacher, teach the lesson, then engage in an in-depth process of co-reflection as a team.
Published in Chapter:
Affordances of a Cyclical and Content-Specific Model of Collaborative Mentoring
Danielle E. Dani (Ohio University, USA), Allyson Hallman-Thrasher (Ohio University, USA), Lisa M. Harrison (Ohio University, USA), Kristin Diki (Ohio University, USA), Mathew Felton-Koestler (Ohio University, USA), Michael Kopish (Ohio University, USA), Jodi Dunham (Shawnee State University, USA), and Loretta W. Harvey (Shawnee State University, USA)
Copyright: © 2019
|Pages: 25
DOI: 10.4018/978-1-5225-6249-8.ch005
Abstract
One of the challenges of field-based teacher education is the perennial divide between university courses and field experiences. Collaborative mentoring is proposed as an approach to bridge this divide. The purpose of this chapter is to explore the affordances that a content-specific model of collaborative mentoring provides for achieving greater coherence within teacher education programs and nurturing stronger systems of partnerships between universities and schools. The chapter reports on research examining the benefits and challenges reported by teacher candidates, mentor teachers, and clinical educators who participated in the model.