Nature of Mentoring Interactions to Support Teacher Candidate Learning in Clinical Settings

ABSTRACT

With the recent emphasis on clinical models of teacher education, research is needed to improve understanding of how teacher candidates learn from clinical practice. The purpose of this study is to explore the types of learning spaces generated during mentoring discussions focused on analysis of video-recorded practice. Participants consist of the members of six dyads, each comprising a teacher candidate and clinical educator. Findings describe the focus of interactions, talk moves, and patterns of engagement that facilitated the creation of a dialogic mentoring space. Implications for supporting learning from clinical practice are provided.

Additional information

Funding

This research was supported through a Southeast Ohio Teacher Development Collaborative Regional Research Grant.

Notes on contributors

Danielle Dani

Dr. Danielle Dani is a Professor of Science Education in the Department of Teacher Education. She teaches undergraduate and graduate courses in science education and curriculum and instruction. Her research focuses on practice-based STEM teacher education and professional development, cognitively demanding science teaching, and STEM teacher education. Dr. Dani is an active member of the National Association for Research in Science Teaching, currently chairing the Equity and Ethics Committee. She has held leadership roles in the Science Education Council of Ohio, the Ohio Association for Colleges of Teacher Education, and the Ohio Confederation of Teacher Education Organizations.

Lisa Harrison

Dr. Lisa Harrison is an Associate Professor in the Department of Teacher Education at Ohio University where she serves as the Middle Childhood Education Program Coordinator. Dr. Harrison is co-editor of Middle School Journal and sits on the Board of Trustees for the Association for Middle Level Education (AMLE). Her research interests are in socio-cultural issues relating to young adolescent development, Black girls’ in- and out-of-school lived experiences, and equity-oriented teacher education. Prior to entering higher education, Dr. Harrison taught middle school mathematics in her hometown of Brooklyn, NY.

Mathew Felton-Koestler

Dr. Mathew Felton-Koestler primarily teaches mathematics methods courses for future elementary and middle grades teachers. His work focuses on issues of equity and social justice in mathematics teacher education. In particular, he focuses on integrating real-world social and political issues in the mathematics classroom and teacher preparation. He also studies mathematical modeling, especially of students’ out-of-school interests and of social justice issues, and effective groupwork strategies through Complex Instruction.

Michael Kopish

Dr. Michael Kopish is an Associate Professor of Teacher Education at Ohio University. He teaches graduate and undergraduate courses in social studies education and global education. Dr. Kopish’s research interests include service learning, global citizenship education, civic engagement, and inclusive classroom practices in social studies. He is an author or co-author of several book chapters and peer-reviewed articles that appear in Journal of Research on Adolescence, Democracy and Education, Journal of Social Studies Education Research, and Journal of International Social Studies. 

Jodi Dunham

Dr. Jodi Dunham is an associate professor in the School of Education at Shawnee State University. Having originally been a high school mathematics teacher for 18 years, Dr. Dunham earned National Board Certification, the South District Outstanding Secondary Classroom Teacher Award, and the Buck Martin Outstanding Secondary Classroom Teacher State Award. Dr. Dunham currently teaches undergraduate courses in early childhood, middle childhood, and secondary mathematics, as well as graduate courses in data analysis and educational philosophy. Her educational and research interests include cooperative learning, creative instructional strategies, and technology implementation in the classroom.

Allyson Hallman-Thrasher

Dr. Allyson Hallman-Thrasher is an associate professor of mathematics education with dual appointment in the Department of Teacher Education and Department of Mathematics. A former high school and middle school teacher, Dr. Hallman-Thrasher teaches methods and content courses for prospective elementary and secondary teachers. Her research analyzes ways to support prospective teachers in learning to engage their K-12 students in mathematically productive classroom discussions and cognitively demanding tasks. She also investigates STEM teacher education.

Otto Shaw

Otto Shaw is a doctoral student studying mathematics education at Ohio University, Athens. His interests include studying the use of high cognitive demand tasks and inquiry-based mathematics instruction at the high school and postsecondary levels. He is currently writing his dissertation, titled High School Mathematics Teachers’ Perspectives on Selecting, Planning, Setting Up, and Implementing High Cognitive Demand Instructional Tasks. Otto works with preservice teachers, mentors, and university faculty as part of the OHIO Center for Clinical Practice in Education.