No description available.

Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional development trainings. Special attention was focused on the ways that CTs and PSTs describe modeling and how CTs’ modeling seemed to affect the CT/PST relationship. Participant responses were analyzed using a qualitative narrative method and indicated that CT’s use of modeling served primarily as a socializing process in which PSTs learn the role of a professional teacher through their interactions with the CT. Also, different types of modeling (e.g., simple vs. cognitive) seemed to affect this socialization process. The outcomes of simple and cognitive modeling were highly varied and affected the CT/PST relationship development differently. Additional findings indicated that professional development that focused on cognitive modeling may be related to CTs’ mentoring role development and the way they implement mentoring processes. It is hoped that the findings in this study will help to initiate conversations between CTs and PSTs and teacher educators concerning the use of modeling and the potential effects modeling may have on the mentoring relationship.

Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional development trainings. Special attention was focused on the ways that CTs and PSTs describe modeling and how CTs’ modeling seemed to affect the CT/PST relationship. Participant responses were analyzed using a qualitative narrative method and indicated that CT’s use of modeling served primarily as a socializing process in which PSTs learn the role of a professional teacher through their interactions with the CT. Also, different types of modeling (e.g., simple vs. cognitive) seemed to affect this socialization process. The outcomes of simple and cognitive modeling were highly varied and affected the CT/PST relationship development differently. Additional findings indicated that professional development that focused on cognitive modeling may be related to CTs’ mentoring role development and the way they implement mentoring processes. It is hoped that the findings in this study will help to initiate conversations between CTs and PSTs and teacher educators concerning the use of modeling and the potential effects modeling may have on the mentoring relationship.