International Portal of Teacher Education

Articles of the week

In this conceptual article, the authors present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, they argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple contexts.
They conclude by considering how this framework helps to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates.
During field experiences in teacher education, student teachers are generally placed individually with a mentor.
Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching.
This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective.
Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical.
Student teachers adopt positive feelings toward both models.
In sequential teaching, collaboration is experienced significantly higher than in parallel teaching.
Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages.
In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. “Preparation for new roles” is the most important condition in order to successfully implement both models.