. . . and lack of ownership (personal communication, teacher D, 2005).
As meetings progressed, teachers appeared to become
increasingly less apprehensive and defensive, perhaps as a result
of feeling more confident. During observation sessions, mentors
also noticed a substantive difference in teachers’ approach to
teaching and learning. Instructional approaches in classrooms
began to reflect ideas, techniques, and resources shared in individualized
mentorship sessions, in-service workshops, and teacher
credentialing classes offered at the university.