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Findings show that extended preservice field placement effectively socializes teacher candidates into teaching in both classrooms and schools, and that scaffolding strategies operate best within an extended field-experience context. The study frames mentoring through social constructivist theory and emphasizes discourse, power sharing, and reflective practice within university-school collaboration.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-seven-month-practicum-collaborating-teachers-response-gestnyewart/597241/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-seven-month-practicum-collaborating-teachers-response-gestnyewart/597241.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about collaborating teachers?","Question",{"text":112,"@type":113},"It examines collaborating teachers’ perceptions of a long-term onsite teacher-education program and defines their role as teacher educators.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article describe the impact of the seven-month field experience?",{"text":117,"@type":113},"It reports that long-term preservice field experience effectively socializes teacher candidates into the teaching profession in both classrooms and schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What theoretical lens guides the study’s conceptual framework?",{"text":121,"@type":113},"The study is based on social constructivist epistemology, emphasizing learning through social collaboration and discourse communities where power is shared and decisions are negotiated.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597241,1792168038,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","ASeven-Month Practicum: Collaborating Teachers􀂒 Response GestnyEwart  \nStanley B. Straw  \nIn this study, we interviewed collaborating teachers who had participated in our field experience program to examine collaborating teachers􀂒 perceptions of a long-term, onsite teacher-education program and to define their role as teacher educators. Collaborating teachers stated that this long-term, preservice field experience effectively socialised teacher candidates into the teaching profession, both in the classroom and the school. They describe the strategies they used to scaffold teacher candidates into teaching. Successful scaffolding techniques are situated within the context of an extended field experience.  \nKeywords: mentor, scaffold, socialise, reflection, preservice  \nDans le cadre de leur étude, les auteurs ont interviewé des enseignants associés qui ont participé à un programme de formation à l􀂒enseignement en milieu scolaire du Collège de Saint-Boniface afin d􀂒étudier leurs façons de voir la formation à long terme sur le terrain et de définirleur rôle de formateur auprès des stagiaires. Del􀂒avis des enseignants associés, ce programme de formation à long terme en milieu scolaire permet d􀂒intégrerefficacement les stagiaires dans la profession d􀂒enseignant en classe comme au sein del􀂒école. En outre les auteurs présentent les stratégies auxquellesont recours lesenseignants associés pour encadrer les stagiaires. Ces stratégies se situent dans le contexte de stages prolongés.  \nMots clés: mentor, étayage, encadrement, stage pédagogique  \n􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖  \nWith the expansion of the field experience component in preservice teacher education programs across North America and the desire to create teachereducation programs based on social constructivist theory, collaborating teachers become much more significant players because they assume a greater responsibility as mentors to preservice teachers. Research to date has looked at the role of collaborating teachers in two contexts: either in short-term field placements during preservice education or as mentors for first year teachers. Generally, the research paints a bleak picture of the roles  \nCANADIAN JOURNAL OF EDUCATION 28, 1 & 2 (2005): 185􀂖202  \nof collaborating teachers. Roles and responsibilities are not clear (Wideen, Mayer-Smith, & Moon, 1998) . Teacher educators have little control of the selection of collaborating teachers, and few practise the kind of learnercentred teaching advocated by reformers (Cochran-Smith, 1991; Cohen, McLaughlin, & Talbert, 1993; Feiman-Nemser, Parker, & Zeichner, 1993) . Feiman-Nemser (1996) has suggested that if teacher educators want teacher candidates to learn new ways of thinking and acting, they must be placed with collaborating teachers who are already practising the kinds of reform teacher educators want to see or establish contexts in which collaborating teachers and teacher candidates explore new strategies together.  \nWithin the context of educational reform and, more specifically, reform that espouses closer links between universities and schools, those in charge of teacher-education programs need to reconceptualize the mentoring role of the collaborating teacher. Some researchers, for example Knowles and Cole (1996) and Wideen, Mayer-Smith, and Moon (1998) have recommended revising the role of collaborating teachers from one of formal supervision to one of scaffolding teacher candidates in learning to teach. Dempsey (1994) and Richardson (1997) highlighted the value of collaborative, school-based approaches to the field experience, advocating a movement away from the present apprenticeship model, and moving toward an inquiry model in which all partners 􀂗 teacher candidate, collaborating teacher, and faculty advisor 􀂗 are involved in reflective practice. Learning to teach is rooted in personal experience and practice (Gunstone, Slattery, Baird, & Northfield, 1993; Knowles & Cole, 1996; Loughran & Russell, 1997; Skau, 1990). Reflecting ","cbCaieJcIrZLYIw3","https://ap.wps.com/l/cbCaieJcIrZLYIw3","pdf",185136,18,"English","# Interview focus\n## Mentoring as scaffolding\n# Research context and literature\n## Limitations in prior roles\n# Conceptual framework\n## Social constructivist epistemology\n# Implications for teacher education\n## University-school collaboration\n# Study scope and outcomes","[{\"question\":\"What does the study investigate about collaborating teachers?\",\"answer\":\"It examines collaborating teachers’ perceptions of a long-term onsite teacher-education program and defines their role as teacher educators.\"},{\"question\":\"How does the article describe the impact of the seven-month field experience?\",\"answer\":\"It reports that long-term preservice field experience effectively socializes teacher candidates into the teaching profession in both classrooms and schools.\"},{\"question\":\"What theoretical lens guides the study’s conceptual framework?\",\"answer\":\"The study is based on social constructivist epistemology, emphasizing learning through social collaboration and discourse communities where power is shared and decisions are negotiated.\"}]","A Seven-Month Practicum - Collaborating Teachers􀂒 Response GestnyEwart | PDF",1792084658,45]