Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching

A. Lin Goodwin, Rachel Roegman, Emilie M. Reagan

Research output: Contribution to journalArticlepeer-review


This article presents a study of mentor teachers who work with residents in an urban teacher residency program in New York City. Forty-six mentor teachers (i.e., cooperating teachers) were asked to describe moments of effective mentoring, as well as their own strengths, weaknesses, and goals as mentors. Implicit in mentor teachers’ descriptions of effective mentoring were their perspectives on effective teaching. These perspectives offer much insight into the challenges of clinically rich teacher preparation for a particular urban context, raising several dilemmas that should be considered amid the calls for teacher preparation that is deeply rooted in field practice.

Original languageEnglish (US)
Pages (from-to)1198-1225
Number of pages28
JournalUrban Education
Issue number10
StatePublished - Dec 1 2016
Externally publishedYes


  • field experience
  • preservice teachers
  • teacher education
  • urban education

ASJC Scopus subject areas

  • Education
  • Urban Studies

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