Effective Associate Teacher Mentorship: Teacher Candidate Perspectives

By Finney Cherian.

Published by The International Journal of Learner Diversity and Identities

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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

The International Journal of Learner Diversity and Identities, Volume 19, Issue 2, pp.129-140. Article: Print (Spiral Bound). Article: Electronic (PDF File; 373.506KB).

Dr. Finney Cherian

Associate Professor, Faculty of Education, University of Windsor, Windsor, Ontario, Canada

Dr. Cherian completed his undergraduate (B.Sc., B.Ed.) and graduate degrees (M.Ed., Ph.D) at the University of Toronto. His research interests are in the areas of teacher development, critical literacy, and the integration of technology in classrooms at all levels.