This multi-case qualitative study examined how multiple mentors used co-planning sessions as a place to teach student teachers (STs). Specific ways mentors scaffolded STs learning to plan were investigated using assisted performance theory. The purpose of studying multiple cases was to understand (a) how mentors engaged in co-planning in similar or different ways, and (b) differing co-planning sessions (and mentor practices within the co-planning sessions) influencing ST responses and opportunities for learning. Data sources included audio-recorded co-planning sessions, mentor written reflections, video-recorded mentor study sessions, and semi-structured interviews. Cross-case analysis showed educative co-planning and high-level questioning by the mentors led to differing ST responses and growth as a thoughtful practitioner. Evidence from the study shows scheduling as co-planning and low-level questioning during co-planning sessions limited opportunities for ST learning. Interns need to be placed with mentors who structure co-planning sessions for joint participation around newly planned lessons, provide responsive mentoring, use intentional moves to scaffold ST development, and prepare the ST for independence through gradual release using moves such as high-level questioning. Findings from the study have implications for mentors working with beginning teachers, and for teacher education programs as they partner with mentor teachers and work to develop educative mentoring practices to improve ST learning outcomes.
Read
