This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Shulman, J. H. Search for Related Content Social Bookmarking                   What's this?

From Inspired Vision to Impossible Dream

The Dangers of Imbalanced Mentoring

WestEd

This article will present a case study of an unrequited teacher-learning collaboration, an attempt to work with an experienced teacher to redesign his practice in consonance with Fostering a Community of Learners (FCL) principles and practices. The author’s purpose in presenting this case will be threefold: first, to provide a coherent account of a modest attempt to assist an experienced teacher to reform his practice within a school context that was itself at least as traditional as the teacher himself; second, to use this account to illustrate the usefulness of a conceptual framework for representing how teachers learn and think about the essential features of teachers’ capacities that are the focal points of change; and third, to offer a process analysis of a teacher learning not to engage in a new practice and doing so in an intentional and reflective manner.

Key Words: mentoring • classroom teaching • constructivist reform • science

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?