Published:
May. 02, 2011
Source: Teacher Education and Special Education, Vol. 34 Issue 2, p. 152-175, (May 2011).
In this article, the authors identify what mentor teachers associated with one urban teacher preparation program believe are positive student and associated mentor outcomes that result from student teacher participation in their elementary classrooms.
The authors conduct a content analysis of individual interviews with 16 student teacher mentors.
The authors also use data from a teacher candidate focus group that addressed a subset of the teacher interview questions to triangulate this analysis.
The authors discuss their findings in light of implications of the findings for teacher educators.