The Perceptions of Mentor Teachers in Professional Development Schools: Stories From Classroom-Based Teacher Educators

• In Event: 61.058 - Recommendations for Professional Development Schools Related to Preservice Teachers, Teacher Roles, and the Partnership

Abstract

This paper explores the ways mentor teachers in PDS developed their role as classroom based teacher educators. Data was collected through phenomenological interviews with six mentor teachers. Findings include (1) mentor teachers’ beliefs as teachers of children parallels their beliefs as educators of PSTs and (2) ideals from the university and K-12 schools can form a cohesive message or create dissension that supports or mediates the practice of mentor teachers. Across the stories shared we learn that mentor teachers’ beliefs are tied to the ways new educators are initiated into the profession. We also see the vital importance that communication can play in creating a context that is ripe for the learning of mentors, PSTs and K-12 students.

Author

• Angela Hooser, Middle Tennessee State University