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.
  • Co-planning:

    • Common planning time together
    • Thinking aloud to make tacit knowledge explicit
    • Development of lesson collaboratively
    • Feedback
    • Sharing resources
  • Co-teaching:

    • Simultaneously delivering instruction
  • Co-reflecting:

    • 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
  • Co-problem posing:

    • Collaborative framing of questions
    • Exploring of alternatives
    • Systematically gathering and analyzing data
    • Being willing to take risks and fail
    • Constant reflection on practice
  • Conclusions:

    • "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)."