Supporting and challenging cooperating teachers to grow in their mentoring and coaching practices with preservice teachers and also in their own work as classroom teachers, this practical guide presents and illustrates the Coaching with CARE model—a framework for reflection and action that helps cultivate a perspective on teaching that puts students at the center of teacher preparation and places value on apprenticeship and participation in learning. The CARE model takes a turn away from traditional evaluation-based "training" approaches, offering a way for cooperating teachers, and facilitators and university teacher educators who work with them, to come together to shape innovative coaching and mentoring experiences for preservice teachers.
Mentoring Preservice Teachers Through Practice, building on the authors’ own work with cooperating teachers, is based on the most recent research on learning to teach and supporting preservice teachers and grounded in the realities of teacher education today. Each chapter includes questions for discussion and suggested readings that can be used to explore the focus of the chapter more deeply as well as relevant research reports published by the authors.
Table of Contents
Part I: Teacher Preparation: The Practice Turn in Teacher Education
Chapter 1 Unfinished and Becoming
Chapter 2 A Mentor, A Coach, A Teacher: Who are you? Who are you becoming?
Chapter 3 Changing Views of Teacher Work and Teacher Learning
Part II: The Coaching with CARE Model and Cycle
Chapter 4 The Coaching with CARE Model
Chapter 5 Observing, Participating, and Investigating Teaching Practices
Chapter 6 The Coaching with CARE Cycle: The Pre-conference and Observation
Chapter 7 The Coaching with CARE Cycle: The Post and the Planning Conferences
Part III: The Three C’s of CARE: Community, Critical, and Content
Chapter 8 Classroom Communities and Critical Social Issues
Chapter 9 Content Matters
Part IV: Expanding Tools for Coaching
Chapter 10 Collaborative Coaching: Building Communities of Practice
Chapter 11 Retrospective Coaching Analysis: A Video-Based Tool for Coaching
Chapter 12 Conclusions
Melissa Mosley Wetzel is Associate Professor of Language and Literacy in the Department of Curriculum and Instruction at The University of Texas at Austin, USA.
James V. Hoffman is Professor of Language and Literacy Studies in the Department of Curriculum and Instruction at The University of Texas at Austin, USA.
Beth Maloch is Professor of Language and Literacy Studies in the Department of Curriculum and Instruction and Associate Dean of Teacher Education, Student Affairs, and Administration for the College of Education at The University of Texas at Austin, USA.