Supporting Pre-Service Mentor Teachers: Analyzing the Design & Efficacy of a New Curriculum

Abstract Teacher Education programs support their mentor teachers through a variety of resources and professional development, but generally lack a dedicated curriculum for pre-service mentoring. Further, empirical research on mentoring and curricula designed for induction often ignores attention to the contextual differences between beginning teachers and pre-service teachers. This study-in-progress examines the development of a new curriculum for pre-service teacher mentors. Theoretical foundations, design, and materials of the curriculum will be explored, as well as data regarding the perceived benefits and limitations for participants