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New Perspectives on Teacher Learning: Teachers as Facilitators of Peers' Professional Growth

Sun, April 11, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), SIG Sessions, SIG-Mentorship and Mentoring Practices Paper and Symposium Sessions

Session Type: Symposium

Abstract

Schools today face multidimensional challenges and teachers are expected to change teaching habits in response, while preserving and improving the quality of their teaching. Teacher learning in professional peer collaboration deserves investigation, not only through the prism of teacher-student learning interactions, through the prism of teacher-teacher professional growth as well.
Clarke and Hollingsworth (2002) conceived of teachers’ professional development as transitions between four domains: personal, practice, consequences and external. The objective of this symposium is to examine these processes through the lens of teachers as peer mentors in various environments. In this context, we define the mentor-mentee relationship between teacher peers as collaborative work on instruction, based on artifacts of practice from the mentee’s classroom.

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