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Teacher Development
An international journal of teachers' professional development
Volume 26, 2022 - Issue 4
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Articles

Mentor teachers modeling: affordance or constraint for special education pre-service teachers in the practicum setting?

Elizabeth A. Cutrer-Párragaa Counseling Psychology & Special Education, McKay School of Education, Brigham Young University, Provo, UT, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-8038-1752View further author information
ORCID Icon,
Kendra M. Hall-Kenyonb Teacher Education, McKay School of Education, Brigham Young University, Provo, UT, USAORCID Iconhttps://orcid.org/0000-0001-5960-6566View further author information
ORCID Icon,
Erica Ellsworth Millera Counseling Psychology & Special Education, McKay School of Education, Brigham Young University, Provo, UT, USAView further author information
,
Morgan Christensena Counseling Psychology & Special Education, McKay School of Education, Brigham Young University, Provo, UT, USAView further author information
,
Jessi Collinsc McKay School of Education, Brigham Young University, Provo, UT, USAView further author information
,
Emily Reedc McKay School of Education, Brigham Young University, Provo, UT, USAView further author information
&
Tyler Beerc McKay School of Education, Brigham Young University, Provo, UT, USAView further author information
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Pages 587-605 | Received 05 Sep 2020, Accepted 08 Sep 2021, Published online: 13 Aug 2022

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Mary F. Rice, Mariana Castañon & Annette Fiedler. (2023) Tears from stone: relational being and doing in instructional coaching work. Professional Development in Education 49:4, pages 586-599.
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Articles from other publishers (1)

Elizabeth A. Cutrer-Parraga & Erica Ellsworth Miller. (2022) The role of reflection in supporting initially resistant teachers’ implementation of targeted reading instruction. Frontiers in Education 7.
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