“I DON’T REALLY RELY ON THE TEXTBOOK”: Mentoring a Teacher Candidate Towards Teaching Content area Literacy

Mellinee Lesley

doi:10.1007/978-94-6091-870-4_7

“I DON’T REALLY RELY ON THE TEXTBOOK”: Mentoring a Teacher Candidate Towards Teaching Content area Literacy

Mellinee Lesley

Education Curriculum Instruction

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

I first met Lisa¹ when she was an undergraduate student in my content area literacy course for secondary-level teacher certification. Lisa was a white female in her early twenties fresh with enthusiasm about the prospect of teaching social studies to adolescents. In my course, Lisa’s performance as a student was exemplary. She attended every class session, completed the reading assignments, participated in class discussions without dominating them, and consistently offered good insights about every pedagogical topic presented in the course.

Original language	English
Title of host publication	Dimensions in Mentoring
Subtitle of host publication	A Continuum of Practice from Beginning Teachers to Teacher Leaders
Publisher	Sense Publishers
Pages	73-84
Number of pages	12
ISBN (Electronic)	9789460918704
ISBN (Print)	9789460918698
DOIs	https://doi.org/10.1007/978-94-6091-870-4_7
State	Published - Jan 1 2012

Keywords

Content Area
Literacy Skill
Student Teacher
Student Teaching
Teacher Educator

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10.1007/978-94-6091-870-4_7

Cite this

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KW - Teacher Educator

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“I DON’T REALLY RELY ON THE TEXTBOOK”: Mentoring a Teacher Candidate Towards Teaching Content area Literacy

Abstract

Keywords

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