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Time Is Not on Their Side: How Mentor Teachers' Working Conditions Shape Candidates' Development and Intent to Teach

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Title: Time Is Not on Their Side: How Mentor Teachers' Working Conditions Shape Candidates' Development and Intent to Teach
Language: English
Authors: David J. Peyton (ORCID 0000-0003-4266-0069), Hannah Morris Mathews (ORCID 0000-0002-8004-0744), Elizabeth Bettini, Kristen Merrill O'Brien (ORCID 0000-0002-8726-3481), Rebekah C. Louis, Tashnuva Shaheen (ORCID 0000-0001-5141-3305), Margaret Weiss (ORCID 0000-0003-0725-8074), Wilhelmina van Dijk (ORCID 0000-0001-9195-8772), Bevin Hunter
Source: Teacher Education and Special Education. 2025 48(2):99-121.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Teachers, Special Education Teachers, Mentors, Role, Regular and Special Education Relationship, Work Environment, Teacher Student Relationship
DOI: 10.1177/08884064241310435
ISSN: 0888-4064
1944-4931
Abstract: Student teaching is a powerful formative experience for special education teacher candidates. Crucial to candidate success in student teaching is the effectiveness of their mentor teacher. However, the role of mentor teacher does not occur in a vacuum and context factors into the quality of the experience. A growing body of research indicates that a placement school's working conditions may also contribute to candidate outcomes. Yet, prior research provides little insight into how these elements may interact and relate to candidates' development. This study investigates this potential relationship and the ways in which they may shape candidate development. Results suggest mentor teachers' available planning time and collaborative relationships with general education colleagues are important working conditions in supporting relationships between mentors and candidates, candidate development, and candidates' future career plans. Implications and future directions for mentorship research are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474448
Database: ERIC
FullText Text:
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  Data: Time Is Not on Their Side: How Mentor Teachers' Working Conditions Shape Candidates' Development and Intent to Teach
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  Data: <searchLink fieldCode="AR" term="%22David+J%2E+Peyton%22">David J. Peyton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4266-0069">0000-0003-4266-0069</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hannah+Morris+Mathews%22">Hannah Morris Mathews</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8004-0744">0000-0002-8004-0744</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Bettini%22">Elizabeth Bettini</searchLink><br /><searchLink fieldCode="AR" term="%22Kristen+Merrill+O'Brien%22">Kristen Merrill O'Brien</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8726-3481">0000-0002-8726-3481</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rebekah+C%2E+Louis%22">Rebekah C. Louis</searchLink><br /><searchLink fieldCode="AR" term="%22Tashnuva+Shaheen%22">Tashnuva Shaheen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5141-3305">0000-0001-5141-3305</externalLink>)<br /><searchLink fieldCode="AR" term="%22Margaret+Weiss%22">Margaret Weiss</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0725-8074">0000-0003-0725-8074</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wilhelmina+van+Dijk%22">Wilhelmina van Dijk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9195-8772">0000-0001-9195-8772</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bevin+Hunter%22">Bevin Hunter</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+and+Special+Education%22"><i>Teacher Education and Special Education</i></searchLink>. 2025 48(2):99-121.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
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  Data: 10.1177/08884064241310435
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  Data: 0888-4064<br />1944-4931
– Name: Abstract
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  Data: Student teaching is a powerful formative experience for special education teacher candidates. Crucial to candidate success in student teaching is the effectiveness of their mentor teacher. However, the role of mentor teacher does not occur in a vacuum and context factors into the quality of the experience. A growing body of research indicates that a placement school's working conditions may also contribute to candidate outcomes. Yet, prior research provides little insight into how these elements may interact and relate to candidates' development. This study investigates this potential relationship and the ways in which they may shape candidate development. Results suggest mentor teachers' available planning time and collaborative relationships with general education colleagues are important working conditions in supporting relationships between mentors and candidates, candidate development, and candidates' future career plans. Implications and future directions for mentorship research are discussed.
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1474448
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      – SubjectFull: Special Education Teachers
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      – SubjectFull: Mentors
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