Affiliation:
1. Department of Special Services Education, University
of Tennessee at Knoxville
2. Department of Curriculum and Instruction, University
of Tennessee at Knoxville
Abstract
Mentoring as an approach to undergraduate teacher education has been implemented at the University of Tennessee. Mentoring teams have been created based on both the mentor-professor concept (Prehm & Isaacson, 1985) and the peer coaching team concept (Joyce & Showers, 1983). The general rationale for team organization and function was derived from faculty concern over sporadic, fragmented advising and incomplete knowledge of candidate competency. The objectives, mechanics, and anticipated benefits of the approach are described.
Cited by
6 articles.
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1. “Oh what a difference a team makes”;Teaching and Teacher Education;1998-10
2. Graduate Students as Mentors: An Approach for the Undergraduate Class Project;Journal of Management Education;1997-05
3. Low-Incidence Special Education Teacher Preparation: A Supply and Capacity Pilot Study;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;1993-07
4. Preservice Training: The Role of Field-Based Experiences in the Preparation of Effective Special Educators;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;1992-04
5. Perceived Importance of Social Skills;The Journal of Special Education;1991-07