The influence of teacher education on mentor teachers’ role perception in professional development schools

Abstract

Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role perceptions. The findings suggest that mentor teachers who were trained via the PDSs model have a broader conceptual understanding of their role perception.

Keywords:

• professional development school (PDS)
• apprenticeship model
• mentor teacher’s role
• teacher education