Using Self-Study to Examine a Mentor's Role Through a Co-Teaching Partnership in Teacher Education

• In Event: 33.074 - Self-Study in the Schools

Abstract

A collective self-study method was used to investigate how a mentor learns and transforms her epistemology through a year long coteaching partnership with an intern. The mentor, intern, classroom students, and critical friends played crucial roles in knowledge construction how coteaching impacts teacher education. Through reflective journals, cogenerative dialogues, interview, and email correspondence, the mentor discovered how control, parity, mentor roles, and the complexities of co-planning influenced the coteaching partnership.

Authors

• Nicole Titus, State College Area School District

• Bernard J. Badiali, The Pennsylvania State University