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.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Castro, Julie Anne, "Becoming a Teacher Educator: A Self-Study of Learning and Discovery as a Mentor Teacher" (2008). All Theses and Dissertations. 1468.
Teacher Education, mentoring, self-study, student teachers