The Development of Practice for Mentor Teachers and Teacher Candidates: The Study of a District and University Partnership Model for Professional Learning

• In Event: 61.041 - Perspectives on University and School District Partnerships: Research, Evaluation, and Advanced Professional Learning

Abstract

This study focuses on the professional learning opportunities for mentor teachers and teacher candidates as they co-engage in the student teaching experience. Through an established university and school-district partnership, we study seven mentor teacher and teacher candidate partnerships that span K-6, and draw from interviews, recorded lessons, and planning documents in order to analyze the development of practice for mentors (including experienced and novice mentors) as well as teacher candidates. With particular concern for understanding the university’s role in supporting mentor teachers, analysis narrows upon the ways that being a mentor 1) requires a different set of skills than is required for classroom teaching, and 2) offers opportunities for mentors to grow their own teaching practice.

Authors

• Allison Beth Hintz, University of Washington - Bothell

• Nancy A. Place, University of Washington - Bothell