Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work

Rachel Roegman, Joni Kolman

Research output: Contribution to journalArticle

Abstract

In this conceptual article, we 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, we argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple contexts. We conclude by considering how this framework helps us 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.

Original languageEnglish (US)
Pages (from-to)108-121
Number of pages14
JournalJournal of Teacher Education
Volume71
Issue number1
DOIs
StatePublished - Jan 1 2020

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teacher
education
candidacy
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Keywords

  • field experiences
  • mentoring
  • preservice teacher education
  • systems theory
  • teaching context

ASJC Scopus subject areas

  • Education

Cite this

Cascading, Colliding, and Mediating : How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work. / Roegman, Rachel; Kolman, Joni.

In: Journal of Teacher Education, Vol. 71, No. 1, 01.01.2020, p. 108-121.

Research output: Contribution to journalArticle

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