Search results for: D’Souza Lisa Andries

This study aims to examine the development of an unintended mentoring relationship between researchers and participants during a longitudinal, qualitative study. It highlights the opportunity for teacher preparation to serve as a bridge to close the gap in learning between the relatively theoretical world of teacher preparation and practical world of classroom teaching. Two larger themes emerged from the findings: (1) the importance of trust in supporting beginning teachers; and (2) the researcher as a bridge between learning and teaching.