Teacher, Mentor, and Teacher Education

View Sample PDF

Author(s): Arturo Rodriguez (Boise State University, USA), Matthew David Smith (Independent Researcher, USA)and Kevin Russel Magill (Baylor University, USA)
Copyright: 2020
Pages: 19
Source title: Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-9232-7.ch017

Keywords: Education / Information Science Reference / Teacher Education

Purchase

View Teacher, Mentor, and Teacher Education on the publisher's website for pricing and purchasing information.

Abstract

Mentorship varies based in one's personal experience, understandings of theory related to the field, and the practice of mentorship in a given context. This chapter reviews mentor and protégé experiences over a 20-year timeframe, beginning in high school and continuing through collegiate, credentialing, teaching, graduate school, and doctoral education. The authors maintained a friendship and mentor/protégé relationship from their initial meeting through their current professional collaboration. They argue that mentorship must move beyond traditional ideas commonly associated with the term and instead include authentic experience and intellectual reflection across human ways of being or understanding within a framework of unimpeachable friendship, trust, and respect.

The IRMA Community

Research IRM

Teacher, Mentor, and Teacher Education

Purchase

Abstract

Related Content

IRMA Sponsors