Mentoring in context: A comparison of two U.S. programs for beginning teachers |
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| Authors: | Sharon Feiman-Nemser Michelle B Parker |
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| Institution: | 1. Department of Medicine, Stanford University School of Medicine, Palo Alto, California;2. VA Palo Alto Healthcare System, Palo Alto, California;1. University of Saint Thomas, Mail MCH 316, 2115 Summit Ave, St. Paul, MN 55330, United States;2. Department of Accounting, College of Business, Minnesota State University, Mankato, MN 56001, United States |
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| Abstract: | In reporting on one aspect of a national center's research on teacher education, this chapter examines two U.S. programs in which experienced teachers are expected to play major roles in the induction and socialization of beginning teachers. By exploring connections between what experienced teachers in the two projects do and the organizational and intellectual contexts within which they work, this analysis demonstrates that the contextual conditions of mentoring can lead to striking differences in the definition and enactment of mentoring roles. The final section then relates this comparative study to broader claims about the power of mentoring to improve teaching. |
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