Inquiry-Oriented Mentoring in PDS
Yendol-Hoppey, D., & Dana, N. F. (2008). Inquiry-oriented mentoring in an elementary professional development school: The case of Claudia. In I. N. Guadarrama, J. M. Ramsey, and J. L. Nath (Eds.), University and school connections: Research studies in professional development schools, pp. 251-274. USA: Information Age Publishing, Inc.
Type of Study: Single Case Study, part of a larger study on mentoring
- Inquiry-Oriented Mentoring contains four components to its cycle: co-planning ==> co-teaching ==> co-reflecting ==> co-problem posing.
- Another key component to the success of inquiry-oriented mentoring is recognizing the complex nature of teaching and share that belief with the intern.
- Common planning time together
- Thinking aloud to make tacit knowledge explicit
- Development of lesson collaboratively
- Sharing resources
- Simultaneously delivering instruction
- Dialogic nature
- Time and space to reflect independently as well as collaboratively
- Re-positioning the intern as observer during later stages of internship
- Encouraging and supporting problem solving by not always answering the intern's questions
- Collaborative framing of questions
- Exploring of alternatives
- Systematically gathering and analyzing data
- Being willing to take risks and fail
- Constant reflection on practice
- "Underpinning this stance (towards inquiry) is a recognition of the complexity of teaching, a context that supports risk-taking and experimentation, and a focus on construction of new knowledge (p. 269)."