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The Professional Development Of Pre-K Mentor Teachers: Insights From A Face-To-Face And Online Community Of Practice, Lori Allison Caudle

Doctoral Dissertations

Early childhood classroom mentor teachers are often left with little support and guidance as they assume the role of teacher educators. The purpose of this collective case study was to explore how a community of practice comprised of pre-K mentors and a university program coordinator supported the development of shared and individual understandings about how to effectively supervise preservice teachers. Utilizing key tenets of sociocultural theory, four pre-K mentor teachers from two public schools in the Southeast participated in an online and face-to-face community of practice facilitated by a university program coordinator. The pre-K preservice teachers (n=6) were secondary participants …