Abstract
This narrative inquiry case study brings the voices of mentor teachers into the discourse of English language arts teacher preparation. In a series of interviews, mentor teachers discuss the challenges faced by student teachers, the pedagogical content knowledge needed to teach secondary ELA, and the relationship between secondary schools and universities. At the heart of this project is a desire to empower mentor teachers, whose voices are often missing from scholarship about teacher preparation. This study can give English educators and mentor teachers common ground, fostering connections between the colleges who prepare new teachers and the schools in which they will teach.
Recommended Citation
Jeffers, Lindsay J.
(2019)
"Mentor Teachers Speak: Valuing Teacher Voices in English Education,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 7:
Iss.
1, Article 3.
Available at:
https://scholarworks.wmich.edu/wte/vol7/iss1/3