Mentoring Beginning Teacher Educators Through Collaborative Self-Study

• In Event: Processes and Impacts of Collaborative Self-Study

Abstract

This paper analyzes the experiences of three teacher educators involved in a collaborative mentoring relationship. Data were collected over one year through a password-protected blog, emails, and conference calls. Collaborative self-study helped us to understand our different assumptions about mentoring; the two junior faculty initially viewed mentoring in its traditional sense, while the senior faculty member viewed mentoring as a reciprocal learning opportunity for all involved. Discussing our thoughts about teaching and researching in a teacher education program helped each participant gain insight into ways to facilitate the processes involved in becoming a teacher educator. Furthermore, the collaborative nature of this self-study provided support and encouragement from a trusted colleague and a safe space to reframe problematic aspects of practice.

Authors

• Tim Fletcher, Memorial University

• Shawn M. Bullock, Simon Fraser University

• Clare Kosnik, University of Toronto