HIGHLIGHTS
SUMMARY
Mentoring prospective and beginning teachers has long been considered a critical component of teacher education (Hagger et_al, 1994; Darling-Hammond et_al, 2005; Marable and Raimondi, 2007), induction, and retention efforts and programs (Odell and Ferraro, 1992; Frontiers in Education frontiersin.org 10.3389/feduc.2022.1046698 supervisor" for both classroom and university mentors, p 422). With this in mind, the authors began to wonder how university supervisors are faring as they engage in their work as hybrid teacher educators within university partnerships. Still, teacher preparation programs rely heavily on the work of these faculty . . .
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