DOI: 10.1108/978-1-80791-060-020261011 ISSN:
Synergy Within Teacher Education: Connecting Theory and Practice Through “Mentoree” Moments
Katherine Batchelor, Kelli RushekAbstract
We are tasked with preparing secondary English language arts teachers to be social justice and multiliteracies oriented, but our students often find themselves struggling with theory-to-practice connections. In this collaborative self-study, adopting a double-helix model of teacher education, we situate our findings around mentoree moments: a recursive relationship between serving as a mentor while also gleaning insight as a mentee. We end with implications and insights from our personal and professional journeys on how our experiences might benefit teacher educators to participate in synergistic mentoree moments across their professional life span.