Document Type


Publication Date

Fall 2020


The Covid-19 pandemic has resulted in an unprecedented upheaval of the traditional teaching context. Fortunately, disruptions can also catalyze innovations as they cause the field to re-examine its assumptions and practices. Re-thinking how we mentor pre-service and earlyservice teachers is one area that shows particular promise for improving teaching. I cite examples from my experience as a mentor teacher and a teacher educator to question traditional models of mentoring that inhibit innovation, collaboration, and reflective practice. Tools and routines that explicitly draw out the assets each member brings to the teaching dyad are needed to address the challenges of our current context, encourage thoughtful instructional change, and build teacher agency and collaboration.


This article was originally published in Issues in Teacher Education, volume 29, issue 1, in 2020.

This scholarship is part of the Chapman University COVID-19 Archives.

Peer Reviewed



Caddo Gap Press. This material may not be reproduced, distributed, or sold without specific permission of Caddo Gap Press.



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