Hyunjung Kang


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.