Abstract
This article introduces the process of inquiry-oriented mentoring as an appropriate tool for developing the knowledge, skills, and abilities of mentors who work with prospective teachers within the professional development school. The process shows promise as a tool for capturing the knowledge of what constitutes powerful mentoring practices, by drawing on the systematic study of mentors engaged in studying their own work. Drawing on the tenants of teacher inquiry, this article offers two illustrations of what inquiry-oriented mentoring looks like, and it discusses how inquiry-oriented mentoring might contribute to deepening the mentoring knowledge base.
| Original language | American English |
|---|---|
| Pages (from-to) | 6-13 |
| Number of pages | 8 |
| Journal | School-University Partnerships |
| Volume | 3 |
| Issue number | 1 |
| State | Published - Sep 2009 |
| Externally published | Yes |
Keywords
- Professional Development Schools
- Mentors
- Professional Development
- Inquiry
- Cooperation
- Partnerships in Education
- Internship Programs
- college school cooperation
- High Stakes Tests
- Academic Achievement
- Preservice Teachers
- Teacher Education
Disciplines
- Political Science
- Curriculum and Instruction