Title
Forming University and Teacher Partnerships in an Effort to Reframe and Rethink Mentoring Programs
Recommended Citation
Published in English Journal, Volume 102, Issue 3, January 1, 2013, pages 65-70.
Abstract
Instead of thinking about teacher development as a series of discrete stages, mentors in schools and universities might re-conceptualize the process as a continuum, with the faculty involved in the preparation continuing a partnership to support the development of beginners in the schools.
Disciplines
English Language and Literature
Copyright
Included in
URL: https://digitalcommons.calpoly.edu/engl_fac/99