Abstract
This study explores the importance of field experience, in particular, the mentor-novice relationships of educators and student teachers in elementary mathematics classrooms. The author investigated the critical roles of mentors in terms of student teachers’ continuous learning about teaching standards-based pedagogy. To explore this mentor-student teacher relationship, the researcher investigated three pairs of mentor-student teacher cases and explored the patterns of successful mentoring and how these patterns served to create a context in which mentoring supported a teacher’s efforts to teach mathematics in alignment with standards-based pedagogy. The study broadens teacher education literature by raising compelling issues about the importance of mentor-student relationships and the need for mentor education.
Recommended Citation
Kang, Hyunjung
(2016)
"The Role of Mentor-Student Teacher Relationships in Building Standard-Based Elementary Mathematics Teaching Pedagogy,"
Journal of Educational Research and Innovation: Vol. 5, Article 3.
Available at:
https://digscholarship.unco.edu/jeri/vol5/iss2/3