Abstract
This article describes a case study based on data from 2 surveys and 2 retrospective interviews with 2 preservice teachers and 1 interview with their 2 mentors. All 4 teachers worked in the same classroom in a field-based, postbaccalaureate, urban teacher certification program. 1 observation was also conducted in the classroom of each preservice teacher after she began teaching. Although the preservice teachers worked with mentors who modeled standards-based writing instruction, movement toward such teaching did not occur when preservice teachers' beliefs about learning and teaching were inconsistent with mentors' beliefs. Conceptual development of 1 preservice teacher was a process of gradual socialization, whereas the other experienced conceptual conflict. Preservice teachers' initial beliefs, mentors' teaching and mentoring practices, and school contexts influenced preservice teachers' conceptual development.
Original language | English |
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Pages (from-to) | 147-175 |
Number of pages | 29 |
Journal | Elementary School Journal |
Volume | 104 |
Issue number | 2 |
DOIs | |
State | Published - Nov 2003 |