Abstract
The nature of mentoring varies, but shares a commitment to nurture on-going, indepth relationships through dialogue, decision-making, and reflection that has often been absent in traditional university-field site settings. One of the most exciting aspects of this new approach to teacher education is sharing power and wisdom with a variety of participants. Teachers and teacher educators provide avenues for beginning teachers to teach from real world contexts in order to study the complexities of their own teaching. School-university partnerships inherently provide a rich resource for modeling problem solving and effective decision-making. This article will describe and examine staff development delivery systems for a school system/university partnership. Challenges for professional development sites, which focus on contextual teaching and learning, will be presented, along with a vision for sustaining and evolving such relationships.
Recommended Citation
Cristol, Dean
(2002)
"Bring Context to Mentoring,"
Essays in Education: Vol. 2:
Iss.
1, Article 2.
Available at:
https://openriver.winona.edu/eie/vol2/iss1/2
Unique Identifier
WSUEIE2002SUCRISTOL
