Movement and Interactions Across Contexts and Systems: A Theoretical Model of Mentor Teachers' Practice

• In Event: Sheraton Roundtable Session 40
  In Roundtable Session: Critical Teacher Studies: Rethinking Space, Language, and Relationships

Abstract

Through this paper, we describe a theoretical model that illustrates how the context of teacher preparation and the context of K-12 education interact to shape the work of mentor teachers (cooperating teachers). Drawing on systems and complexity theories, as well as examples like edTPA's implementation within New York State, we highlight how policies and practices from within these two contexts move and influence the mentoring of teacher candidates in clinical placements.

Authors

• Joni Kolman, California State University, San Marcos

• Rachel Roegman, University of Illinois at Urbana-Champaign