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Learning to Teach: Cultivating Practice in a Mentor-Candidate Relationship

Learning to Teach: Cultivating Practice in a Mentor-Candidate Relationship

Gabrièle Abowd Damico, Lawrence J. Ruich, John M. Andrésen, Gretchen Butera
Copyright: © 2019 |Pages: 26
ISBN13: 9781522562498|ISBN10: 1522562494|EISBN13: 9781522562504
DOI: 10.4018/978-1-5225-6249-8.ch025
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MLA

Damico, Gabrièle Abowd, et al. "Learning to Teach: Cultivating Practice in a Mentor-Candidate Relationship." Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, IGI Global, 2019, pp. 587-612. https://doi.org/10.4018/978-1-5225-6249-8.ch025

APA

Damico, G. A., Ruich, L. J., Andrésen, J. M., & Butera, G. (2019). Learning to Teach: Cultivating Practice in a Mentor-Candidate Relationship. In T. Hodges & A. Baum (Eds.), Handbook of Research on Field-Based Teacher Education (pp. 587-612). IGI Global. https://doi.org/10.4018/978-1-5225-6249-8.ch025

Chicago

Damico, Gabrièle Abowd, et al. "Learning to Teach: Cultivating Practice in a Mentor-Candidate Relationship." In Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, 587-612. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6249-8.ch025

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Abstract

This chapter describes an approach to field experience that provides the opportunity for a long-term relationship between a teacher candidate and their supervising teacher in a teacher preparation program called Community of Teachers (CoT). CoT emphasizes the importance of this relationship in several ways. The program empowers teacher candidates and their mentors to choose one another. In addition, the length of the field experience provides an opportunity for teacher candidates to more deeply engage in the process of becoming a teacher within the context of a classroom and a school that they come to know well. A triadic relationship between the teacher candidate, supervising teacher, and university supervisor provides the opportunity for support as well as evaluative feedback for the teacher candidate. Benefits also accrue to the supervising teacher.

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