Abstract
- Mentoring a student teacher provides rich opportunities for in-service teachers to learn about their teaching practices. In this paper we share our efforts to design professional learning experiences for in-service teachers within the context of student teaching. We identify three characteristics of professional learning that were critical in creating opportunities for mentor learning: learning within the context of practice, learning from students’ mathematical thinking, and learning from collaboration. We also share challenges to consider when orchestrating professional development experiences within field experiences for in-service teachers.