Using interviews, focus groups, and practice teaching observations, the study examined six teacher candidates’ experiences with their mentoring teachers. Using the theoretical frameworks of critical theory and Parker Palmer’s six paradoxical characteristics of educational space, participants identified attributes of effective associate teacher mentorship. Results suggest that opportunities to question teaching practices as well as co‐planning and co‐teaching with associates supported the development of self‐reflection and educational philosophies of teacher candidates. Data suggests that teacher candidates perceived effective mentorship as reflecting the following attributes: the sharing of classroom decision making and power, open dialogue between mentors and mentees, as well as allowing student teachers to go beyond individual practice teaching classrooms and engage deeply with the broader practice teaching school community.
|Keywords:||Preservice Teacher Education, Field‐based Education, Mentorship|
Associate Professor, Faculty of Education, University of Windsor, Windsor, Ontario, Canada