Opening the Classroom Door - A Survey of Middle Grades Teachers Who Mentor Preservice Teachers— Lessons from Clinical Partnerships and Implications for Practice

Steven L. Turner; Carie C. Greene

doi:10.70793/mgr.146

Research and Inquiry

Opening the Classroom Door - A Survey of Middle Grades Teachers Who Mentor Preservice Teachers— Lessons from Clinical Partnerships and Implications for Practice

Authors

- Steven L. Turner
- Kent State University View ROR record for Kent State University. (opens in new tab)
- Carie C. Greene
- Kent State University View ROR record for Kent State University. (opens in new tab)

Abstract

Mentor teachers that participate in school-university clinical experiences have a unique opportunity to support preservice middle grades teachers’ development and improve the schooling of young adolescents. This article investigates an early clinical experience and presents data from a survey of 38 middle school teachers who served as mentor teachers. Findings address how middle grades teachers view their role as mentors, their perceptions of the clinical experience as a collaborative learning partnership, and concludes with suggestions to improve clinical experiences for preservice middle grades teacher candidates.

Keywords: Clinical Experiences, preservice teachers, mentoring

How to Cite: Turner, S. L. & Greene, C. C. (2017) “Opening the Classroom Door - A Survey of Middle Grades Teachers Who Mentor Preservice Teachers— Lessons from Clinical Partnerships and Implications for Practice”, Middle Grades Review. 3(2). doi: https://doi.org/10.70793/mgr.146