Teachers as teacher educators

Abstract

SUMMARY: Why don't teachers in mentor-type roles see themselves as teacher educators? How can we help teachers become thoughtful and serious mentors of novices’ learning? What does this kind of “educative” mentoring look like and what does it entail? Drawing on personal anecdotes and findings from a comparative, cross cultural study of mentored learning to teach, the author explores these questions. [1] An early version of this paper was presented as a keynote address at the Second International Conference, Teacher Education: Stability, Evolution and Revolution, sponsored by the Ministry of Education, Culture and Sport, MOFET Institute, Wingate Institute, Israel. The research reported in this chapter was supported in part by the National Center for Research on Teacher Learning, Michigan State University. The National Center for Research on Teacher Learning is funded by the Office of Educational Research and Improvement, U.S. Department of Education. The opinions expressed here do not necessarily represent the position of OERI or the Department. © 1998, Taylor & Francis Group, LLC.