LEARNING TO TEACH: TEACHER CANDIDATES REFLECT ON THE RELATIONAL, CONCEPTUAL, AND CONTEXTUAL INFLUENCES OF RESPONSIVE MENTORSHIP

Abstract

Using interviews, focus groups, and observations, I examined teacher candidates’ experiences with their mentoring teachers over two student teaching periods. Using Feiman‐Nemser and Rosaen’s (1997) mentorship model of guiding teacher learning, I investigated the relational, conceptual, and contextual aspects of the student teaching experience. Results suggest that opportunities to question teaching practices as well as co‐ planning and co‐teaching with associates supported the development of self‐reflection and educational philosophies. Data suggest that mentor beliefs and pressures to maintain board and provincial standardized curriculum reforms prevented teacher candidates from exploring social justice, constructivist, and inquiry‐oriented pedagogies.