Mentoring in one's own classroom: An exploratory study of contexts

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Abstract

This article reports an eighteen month ethnographic study of mentoring in two primary classrooms. Its initial purpose was to further our understanding of the content and the contexts of field experiences. Videotapes of the student teachers' practices and audiotapes of coaching conversations with their mentors constituted the main data. Results suggest that the contexts of mentoring structured the student teachers' experience and that the mentors'practices resembled their teaching practices.

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