Working Together Within a System: Educative Mentoring and Novice Teacher Learning

• In Event: Strengthening the Interactions Between Mentor and Preservice Teacher

Abstract

This study investigates the interactions between a mentor teacher and student teacher when the mentor receives targeted preparation and support for implementing educative practices. Using a framework of Activity Theory, this study analyzes evidence from multiple data sources collected over the course of one year to understand what, how, and why changes occurred in the co-planning practices of both mentor teacher and student teacher. Findings indicate mentor and student teacher used the educative practice of co-planning to productively mediate tensions and navigate their relationship.

Author

• Lindsay Joseph Wexler, Michigan State University