Mentored learning to teach according to standards-based reform: A critical review

Jian Wang, Sandra J. Odell

Research output: Contribution to journalReview articlepeer-review

275 Scopus citations


This article analyzes literature on mentored learning to teach in ways consistent with the standards reform movement. It suggests that although reformers encourage mentoring for standards-based teaching, the assumptions underlying mentoring programs are often focused not on standards but on emotional and technical support. Mentoring practices are consistent with program assumptions rather than with the assumptions underlying standards-based teaching. Mentoring practices promote novices' retention but may not support their learning to teach. Although mentoring practices alone cannot be expected to reform teaching, case studies can illustrate practices for novices learning to teach in reform-minded ways. We argue that policymakers need to find effective ways to educate mentoring program developers and that mentors and researchers need to explore the content and process of reform-minded mentoring.

Original languageEnglish
Pages (from-to)481-546
Number of pages66
JournalReview of Educational Research
Issue number3
StatePublished - 2002


  • Literature review
  • Standards-based teaching
  • Teacher learning
  • Teacher mentoring


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