Thomas Conway, EdD, Assistant Professor, Teacher Education, edited two books published last fall that prepare University-based teachers for mentorship roles with their teacher candidate students.
The books, Collaborative Models for Clinical Practice and Engaged Clinical Practice: Preparing Mentor Teachers and University-Based Educators to Support Teacher Candidate Learning and Development, present a variety of teaching models and methods that have proven effective in the field.
“There is a plethora of research on mentoring and these two books contribute with research-based models that can be easily replicated by programs preparing teachers for the classroom,” said Conway, who recently oversaw Cabrini’s grant from the Early Childhood Education Professional Development Organization within the Public Health Management Corporation (PHMC).
Conway and his co-editors narrowed down 46 submissions from research programs around the country to the 20 models presented in the two books. The models demonstrate how to better mentor teacher candidates during their student teaching and internship engagements.
Though both books were written and edited before the outbreak of the COVID-19 pandemic, Conway said several models could be applicable to remote mentoring and supervision.