Since a large gap exists between the rhetoric of reform-minded teacher education and what actually transpires in student teachers' field experiences, this study sought to fill a gap in current scholarship which has yet to document how mentor teachers, conceptualized as school-based teacher educators, shape and conduct their work with student…

This study investigated how six mentor teachers understood and negotiated their roles as mentors in an elementary professional development school (PDS). Data were collected over 18 months from mentor and intern journals, field notes, interviews, e-mails, meeting minutes, and transcripts from PDS meetings. Each teacher participated in interviews…