This article presents findings from a study of mentor teachers whose perspectives on effective teaching offer much insight into the challenges of clinically rich teacher preparation for a particular urban context.
This mixed method study examines the beliefs and articulations of teaching for social justice; findings suggest that residents developed nuanced ways of articulating and endorsing ideas related to teaching for social justice.
Based on a study of teaching residents’ opportunities and learning within the overlapping contexts of English as a Second Language (ESL)/special education classrooms and high-need urban schools, authors found that mentor teachers play a central role in determining the kinds of opportunities afforded to residents and the ways in which factors unique to these clinical contexts shape learning.
With the program entering its sixth year, we have learned that mentors need guidance on how to teach adults, general education teachers have an important role to play, it’s crucial to identify partnership schools, and positioning mentors as experts enriches the program as a whole.
This article delves into the conceptualization and practice of Rounds in the U.S., U.K., and Australia by theorizing around the idea, providing portraits of implementation, and sharing research that has emerged from enactments of Rounds with both pre-service and in-service teachers.
This study examines the education rounds model in a graduate-level teacher residency program in New York City; findings suggest that the process highlighted gaps in preservice teachers’ understandings of how, when, and why to use particular instructional strategies and principles.
In this article, we consider how rounds, as organizational routines, work to socialize new teachers into the profession and how rounds function to conserve or transform the practice of teaching.
This mixed methods study examines one teacher preparation program’s use of Danielson’s 2007 Framework for Professional Practice, with an emphasis on how different stakeholders in the traditional student teaching triad rated student teachers, called residents, and justified their ratings.
This article is an examination of mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program; we found that mentors predominantly provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring.