Leigh K. Smith

More than a place to teach: exploring the perceptions of the roles and responsibilities of mentor teachers

The purpose of this study was to shed light on mentor teachers’ perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). We hypothesized that the mentor teachers’ perceptions would likely differ from established conceptions of this construct, a difference that has significant implications for mentor preparation and university collaboration. Participants, 264 teachers who were serving as mentors to pre‐service teachers, were asked open‐ended questions designed to allow the mentors to describe the ways in which they envisioned their role. Follow‐up telephone interviews were conducted with 34 randomly selected mentor teachers to further determine the relative value they placed on different aspects of mentoring. The results of this research confirm that mentoring is a complex construct and that the perceptions held by mentors may be influenced by the kinds and quality of mentoring experiences they have had. Implications for the appropriate selection, preparation, and support of mentor teachers are discussed.

Novice teacher growth and personal models of mentoring: choosing compassion over inquiry

This article presents a model of mentoring which may be used as an analytic tool for reflecting on practices commonly employed in supporting beginning teachers. Eighteen mentors and 36 intern teachers whom they mentored were participants in the study. Analysis of data revealed three general patterns of mentoring—responsive, interactive, and directive—and eight dimensions of mentoring related to: (a) emotional availability; (b) levels of engagement; (c) degree of investment in mentoring relationships; and (d) the capacity for criticalness in their mentoring. Variability among mentors in their ways of enacting the three general mentoring patterns was accounted for by their individual preferences in the eight dimensions of mentoring. Cases representing each general pattern of mentoring are presented, and instances reflecting shifts in general mentoring patterns are explored. Implications for teacher educators who select, prepare, support, or serve as mentors are discussed.

Chapter 2: Resisting Unlearning--Understanding Science Education's Response to the United States's National Accountability Movement.

The assessment head for the state Department of Education (DOE) travels across town to present a lecture to the university’s science education faculty. His talk is on the state’s science assessment and what the inclusion of this assessment in determination of AYP (adequate yearly progress) will mean for the state’s teachers. The room feels a bit uncomfortable because DOE staff and professors seldom speak, formally or informally. There is much handshaking and elaborate introductions as the faculty work to make the DOE representative comfortable and as he networks for possible resources. His PowerPoint begins with, “All of us here share an overriding goal . . .” The faculty nod, content that the DOE staff person is working to create a sense of community. He continues, “ . . . and that goal is to increase the performance of students in our state . . .” A hand shoots up. The DOE staff person tries to continue but the shaking hand will not go down. “Yes?” he asks. The owner of the hand quickly responds, “I hate to disagree with you so quickly but increasing performance is NOT our goal. Our job is to help teachers develop the knowledge and skills needed to better help their students learn science. If performance on some measure goes up, well so much the better.” He retorts, “But isn’t learning and increased performance the same thing?”

What's More Important—Literacy or Content? Confronting the Literacy-Content Dualism

Abstract The literacy-content dualism, which suggests that teachers must decide whether to provide literacy or content instruction, is a false dualism and adherence to it is detrimental to student participation in content-area reasoning, learning, and communicating. This article describes the experiences that prompted the teacher educators who authored this article to reconsider content and literacy instruction and their first steps to help preservice and in-service teachers confront and eliminate the literacy-content dualism. Suggestions for future research are made.

Elementary Science Methods Courses and the National Science Education Standards'. Are We Adequately Preparing Teachers?

Despite the apparent lack of universally accepted goals or objectives for elementary science methods courses, teacher educators nationally are autonomously designing these classes to prepare prospective teachers to teach science. It is unclear, however, whether science methods courses are preparing teachers to teach science effectively or to implement the National Science Education Standards (National Research Council, 1996). Using the “Science Teaching Standards” as a framework for analysis, this research proceeded in two phases. During the first phase, the elementary science methods courses, perspectives, and practices of six science teacher educators were examined to determine similarities and differences in the course goals and objectives, overall emphases, and their efforts to prepare their students to implement the Science Teaching Standards. The second phase of the study investigated the elementary science methods courses of a national sample of science teacher educators as reflected in their course syllabi. It was found that universal inclusion of content related to the Science Teaching Standards does not exist, nor are there clear linkages between course goals, activities, and assignments.

Supporting Change in Teacher Education

Abstract Sponsored by a Preparing Tomorrows Teachers to Use Technology(PT3) grant, we participated in various activities designed to help us learn to infuse technology in our teacher education courses. The purpose of this paper is to describe the specific impact of the PT3 project activities on our change process-including the formation, evolution, and efforts of our curriculum design team-and to share the activities and products that we developed through participation in the grant activities.

Life on the Borderlands: Action Research and Clinical Teacher Education Faculty.

Abstract Seeking to soften the gap between clinical and tenure-track teacher education faculty, a year-long action research seminar was conducted. Using data from observation notes, interviews and a taped seminar session, the authors explore the seminar from its very rocky beginning to its conclusion. Drawing on the concept of ‘communities of practice’, the authors explore reasons for the hesitancy of the clinical faculty to share the results of their studies and their struggle to find legitimacy within the university.

The Promise of Technology to Confront Dilemmas in Teacher Education: The Use of WebQuests in Problem-Based Methods Courses.

Abstract This qualitative study examined the use of WebQuests as a teaching tool in problem-based elementary methods courses. We explored the potential of WebQuests to address three dilemmas faced in teacher education: (a) modeling instruction that is based on current learning theory and research-based practices, (b) providing preservice teachers with sufficient knowledge and appropriate skills for teaching and solving instructional problems given the limited time allocated to methods courses, and (c) preparing preservice teachers to integrate technology in their classrooms. We found that WebQuests, by design, support a problem-based approach to instruction, introduce students to multiple perspectives related to science and literacy teaching/learning, develop pedagogical and content knowledge and skills, and provide learning experiences that integrate technology within the contexts of science and literacy instruction.

The Possibility of Democratic Educational Research to Nurture Democratic Educators

Abstract Teacher educators have a responsibility to prepare teachers who can promote democratic participation for children and youth. Democratic educational research allows for the democratic participation of everyone with a vested interest in promoting effective and democratic schools. This article argues for the possibility of democratic educational research as a venue for preparing democratic educators. The necessary conditions for creating and sustaining spaces in which people from diverse backgrounds and perspectives can participate in democratic educational research are also described.

Participatory action research and the quest for teacher educator community solidarity

Abstract Desiring to overcome sharp feelings of disconnection, a year-long participatory action research seminar involving both clinical and tenure-track teacher education faculty was formed. Working in teams with tenure-track faculty support, clinical faculty set research questions but they were reluctant to assume project leadership. In part, because of intensifying pressures associated with impending program accreditation, the projects languished. Nevertheless, the boundaries separating the two faculties and communities of practice softened, and friendships were formed and strengthened. Drawing on insights from positioning theory and Wengers research on communities of practice, the authors conclude that friendship may be a precondition for re-imagining the established relationships and understandings that currently fragment teacher education