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- W2912482037 abstract "One of the challenges of field-based teacher education is the perennial divide between university courses and field experiences. Collaborative mentoring is proposed as an approach to bridge this divide. The purpose of this chapter is to explore the affordances that a content-specific model of collaborative mentoring provides for achieving greater coherence within teacher education programs and nurturing stronger systems of partnerships between universities and schools. The chapter reports on research examining the benefits and challenges reported by teacher candidates, mentor teachers, and clinical educators who participated in the model." @default.
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- W2912482037 date "2018-09-26" @default.
- W2912482037 modified "2023-10-12" @default.
- W2912482037 title "Affordances of a Cyclical and Content-Specific Model of Collaborative Mentoring" @default.
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- W2912482037 doi "https://doi.org/10.4018/978-1-5225-6249-8.ch005" @default.
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