Video Observation Mentoring Program
The purpose of this study was to determine what kind of mentoring strategies are used in video-observation mentoring program at a four-year university teacher training program. This study was conducted with preservice teachers in the second most diverse urban campus in the United States. Carspecken’s critical qualitative research method was adopted for this study as the complex process of mentoring preservice teachers cannot be explained by quantitative methods alone, it needs to be thoroughly examined through understanding the behavior and interactions of the participants involved. The data were collected from three sources: 1). Observations of two mentoring sessions, 2). Survey of 93 preservice teachers, and 3). Individual interviews with