Title
Planning for What Kind of Teaching? Supporting Mentors as Teachers of Planning
Document Type
Article
Publication Date
Summer 2011
Abstract
Models of preservice teacher education that include year-long internships require classroom teachers who serve as school-based teacher educators to "bear a large burden for beginning teacher growth" (Bullough Jr., R. & Draper, R., 2004, p. 409). The success of field-based internships rests on cooperating teachers' ability to view teacher candidates as learners of teaching and themselves as teachers of teaching. This means that preservice mentors not only understand the content being taught&emdash;the learning to teach "curriculum"&emdash;but also are able to design learning opportunities based on knowledge of their intern and what she needs to learn (Feiman-Nemser & Remillard, 1996; Tomlinson, 1995).
Publisher
Caddo Gap Press
Repository Citation
Norman, P.J. (2011). Planning for what kind of teaching? Supporting cooperating teachers as teachers of planning. Teacher Education Quarterly, 38(3), 49-68.
Publication Information
Teacher Education Quarterly