Search results for: Moran Mary J.

The purpose of this article is to describe a case study explored how a hybrid community of practice comprised of four pre-K mentors and a university program coordinator supported the development of new understandings about how to effectively supervise preservice teachers. The mentor discovered that participating in a community of practice contributed to changes in their thinking not only about their current mentoring situations, but also about guiding novice teachers as a professional calling. Furthermore, they began this study with preconceived notions of what it meant to be mentors that were somewhat black and white. However, they left feeling overwhelmed by the knowledge that mentoring is a complex act characterized by dual responsibilities of being teacher educators and early childhood teachers.