TRANSFORMATIONS IN A MENTOR THROUGH COTEACHING IN A PROFESSIONAL DEVELOPMENT SCHOOL: A SELF STUDY

Open Access
Author:
Titus, Nicole Evelyn
Graduate Program:
Curriculum and Instruction
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
May 09, 2016
Committee Members:
  • Bernard Joel Badiali, Dissertation Advisor
Keywords:
  • coteaching
  • self-study
  • transformational learning theory
  • teacher education
  • mentor
  • professional development school
  • student teaching
  • critical friend
Abstract:
I investigated my role as a mentor coteaching with an intern in a Professional Development School (PDS) context through the use of self-study. This ten-month study illustrated my coteaching experience with my intern to determine what conditions I found necessary to foster a successful partnership and whether I experienced transformations in my beliefs and practices about teaching and learning. Cogenerative dialogues through critical friendships were essential to gaining a holistic view of our coteaching experience. I shared what I learned as a mentor through my accretion of points of view, reframed conceptions of coteaching and mentoring, and epistemological transformation about instructional planning. My findings have implications for understanding the use of coteaching and self-study as potential transformative practices in clinical field experiences.