Building Mentoring Capacity in Teacher Education : A Guide to Clinically-Based Practice book cover
1st Edition

Building Mentoring Capacity in Teacher Education
A Guide to Clinically-Based Practice

ISBN 9780815366034
Published August 8, 2018 by Routledge
250 Pages 2 B/W Illustrations

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Book Description

This book is an instructional guide for designing and implementing mentoring programs that support clinically-based teacher education. Veteran teacher educators John E. Henning, Dianne M. Gut, and Pam C. Beam outline a developmental approach for supporting mentees as they grow in their careers from teacher candidates to early-career teachers and teacher leaders. Mentors will learn how professional development occurs and how to create the conditions to foster and accelerate it. In Part I, chapters outline key components of the mentoring process, including strategies for engaging, coaching, co-teaching, and encouraging reflection. Part II demonstrates how those strategies can support mentees at different stages of their development. Included throughout are case studies, activities, and discussion questions to facilitate learning.

Table of Contents

List of Tools

List of Figures



Definition of Terms

Part I: Mentoring for Clinically-Based Teacher Education

  1. Teacher Development

1.1 Introduction

1.2 The Role of Mentoring

1.3 Mentoring to Promote Teacher Development in Clinical Settings

1.4 Teacher Development in Context

1.5 Fostering Development in Context

1.6 The Development of Practice Towards Complexity

1.7 Fostering Development in Towards Complexity

1.8 The Development of Teacher Thinking

1.9 Fostering Development in Thinking

1.10 Organization of Chapters

1.11 Summary

1.12 Activity

2. Establishing the Mentoring Relationship

2.1 Introduction

2.3 Selecting the Mentor

2.4 Matching the Mentor and Mentee

2.5 Interview

2.6 Orienting the Teacher Candidate

2.7 The Teacher Candidate Questionnaire

2.8 Mismatch

2.9 Summary

2.10 Activities

3. Engaging Teacher Candidates 3.1 Introduction

3.2 Teacher Development

3.3 High Leverage Teaching Practices 3.4 The Developmental Curriculum for Clinical Experiences 3.5 Benefits of the Developmental Curriculum for Clinical

3.6 Experiences

3.7 The Interactions Matrix

3.8 High Leverage Teaching Tasks

3.9 Summary

3.10 Activities

4. Co-Teaching 4.1 Introduction

[John E. Henning, Qiuping Cao, and Kaye M. Martin]

4.2 Co-Teaching Benefits 4.3 Teacher Candidate Development through Co-Teaching

4.4 A Case Study of Co-teaching

4.5 Conceptual Framework for Co-Teaching

4.6 Summary

4.7 Activities

5. Coaching

5.1 Introduction

5.2 Teacher Development

5.3 Coaching Opportunities

5.4 Beyond Questions 5.5 The Language of Coaching

5.6 Coaching Dispositions

5.7 Modeling: Mentors Talk about Their Teaching

5.8 Summary

5.9 Activities

6. Reflection

6.1 Introduction 6.2 Teacher Development

6.3 Two Types of Reflection: Reflection-in-Action and

6.4 Reflection-on-Action

6.5 Facilitating Reflection through Systematic Thinking:

6.6 The DIJS Model

6.7 Fostering Critical Reflection

6.8 Summary

6.9 Activities

Part II: Building a Mentoring Culture

7. Initial Phase of Clinical Experience 7.1 Introduction

7.2 Teacher Development

7.3 Engagement 7.4 Co-Teaching

7.5 Coaching

7.6 Reflection

7.7 Summary

7.8 Activities

8. Intermediate Phase of Clinical Experience 8.1 Introduction

8.2 Teacher Development

8.3 Engagement 8.4 Co-Teaching

8.5 Coaching

8.6 Reflection

8.7 Summary

8.8 Activities

9. Continuous Phase of Clinical Experience 9.1 Introduction

9.2 Teacher Development

9.3 Engagement 9.4 Co-Teaching

9.5 Coaching

9.6 Reflection

9.7 Summary

9.8 Activities

10. Early Career Teachers 10.1 Introduction

10.2 Teacher Development

10.3 Engagement 10.4 Co-Teaching

10.5 Coaching

10.6 Reflection

10.7 Summary

10.8 Activities

11. Teacher Leaders

11.1 Introduction

11.2 Teacher Development

11.3 Engagement 11.4 Co-Teaching

11.5 Coaching

11.6 Reflection

11.7 Summary

11.8 Activities

12. Building a Mentoring Culture

12.1 Introduction

12.2 Challenges

12.3 Develop Your Vision

12.4 Building a Mentoring Culture

12.5 Summary

12.6 Activities


Appendix: High Leverage Teaching Tasks


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John E. Henning is Professor and Dean of the School of Education at Monmouth University

Dianne M. Gut is Professor of Teacher Education at Ohio University

Pam C. Beam is Lecturer of Teacher Education at Ohio University