Mentoring as an approach to undergraduate teacher education has been implemented at the University of Tennessee. Mentoring teams have been created based on both the mentor-professor concept (Prehm & Isaacson, 1985) and the peer coaching team concept (Joyce & Showers, 1983). The general rationale for team organization and function was derived from faculty concern over sporadic, fragmented advising and incomplete knowledge of candidate competency. The objectives, mechanics, and anticipated benefits of the approach are described.
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