ABSTRACT
For the past four years we (a university teacher educator/researcher and a second/ third grade teacher/researcher) have been exploring new ways for experienced teachers to guide and support the learning of novices. We call this professional activity ‘mentoring’ which we define as face-to-face, close-to-the-classroom work on teaching undertaken by a more experienced and a less experienced teacher in order to help the latter develop his or her practice. More specifically we are interested in how experienced teachers can induct novices into the intellectual and practical challenges of reform-minded teaching. Our investigations have been carried out in a professional development school (PDS) affiliated with a new, five-year teacher education program that features a year-long internship.2
