Becoming a Teacher Educator: A Self-Study of Learning and Discovery as a Mentor Teacher

The purpose of this study was to examine what I encountered as I moved from the role of a classroom teacher into the role of a mentor teacher of student teachers. As I traveled down the path of becoming a mentor, I learned about mentoring roles, discovered my vulnerabilities, and found a community of support. The improvements and understanding I gained through engaging in this study demonstrate that self-study can be beneficial for both mentor teachers and teacher educators to inform and increase knowledge in the field of mentoring.

Name thesis:degree_name

MA

Grantor dc:publisher

Brigham Young University - Provo

Author dc:creator

• Castro, Julie Anne

• Teacher Education
• mentoring
• self-study
• student teachers
• Teacher Education and Professional Development

Language dc:language

English

Repository record dc:identifier

https://scholarsarchive.byu.edu/etd/1468

OAI identifier oai:identifier

oai:scholarsarchive.byu.edu:etd-2467