Abstract

The goal of this case study was to explore how a mentor teacher used video-recorded co-planning sessions to reflect on and improve one's mentoring practice. Findings reveal ways in which the mentor used talk in co-planning sessions to model one's thinking process and to gradually release planning responsibility to engage the intern in learning to plan for instruction. Results show the importance of intentional educative co-planning, and the potential for supporting mentor-teacher development through the use of video to aid in reflecting on mentoring practice.

Citation

Pylman, S. (2016). Reflecting on Talk: A Mentor Teacher's Gradual Release in Co-Planning. New Educator, 12(1), 48-66. Retrieved September 28, 2023 from https://www.learntechlib.org/p/192542/.

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• case studies
• Discourse Analysis
• Educational Planning
• goal orientation
• lesson plans
• Mentors
• Observational Learning
• Participant Observation
• Participative Decision Making
• Reflective Teaching
• Responsibility
• Scaffolding (Teaching Technique)
• Semi Structured Interviews
• teacher collaboration
• Teacher Interns
• Teacher Student Relationship
• Technology Uses in Education
• Video Technology