Search results for: Salm Twyla

This article aims to develop a deeper understanding of how to implement a professional development training strategy for the Adaptive Mentorship (AM) model. It also interested to explore how cooperating teachers used the model, not only to assist pre-service teachers in their development, but also to reflect on their role as a mentor. The findings reveal that by the end of the second year 84 percent of the cooperating teachers said they “did or mostly did” understand the AM model after the seminar. Less than half of the cooperating teachers recommended that the AM model should be used at seminar. Of the rest, while 21 percent were not in favor of the AM model being used, 37 percent would consider using it at seminar. The findings in this study suggest that for many cooperating teachers the notion of reciprocal development had not yet permeated their consciousness.