Towards Improved Mentoring and Professional Growth in Beginning Teacher Induction: A Proposed Model for New Teacher Support

• In Event: 61.087 - Poster Session 12
  In Poster Session: 61.087-9 - Division K Section 6 Poster Session

Abstract

This paper offers a theoretical perspective adding to existing literature on the role of the cooperating teacher in teacher education and the ways cooperating teachers prepare teacher candidates for the teaching profession. Drawing from additional theoretical perspectives from psychosocial and organizational learning literature, this framework offers a nuanced explanation in understanding the dyadic relationship that exists between the teacher candidate and the cooperating teacher in fostering and supporting the teacher candidate’s pedagogical competency – namely the extent to which factors such as mental models inform and influence the cooperating teachers’ approaches to supporting teacher development among candidates. Implications include thinking around models for enhanced clinical field experiences, improving mentorship quality for teacher candidates, and improving professional development for cooperating teachers.

Author

• Frances Martinez Kellar, University of Southern California