Abstract
A recent surge in scholarship related to doctoral education in physical education teacher education has raised questions about the effectiveness of doctoral programs in preparing students to fill the role of teacher educator. Given that most doctoral program graduates seek positions as teacher educators, they are responsible for educating the next generation of preservice physical educators and need to be adequately prepared for the role. Inviting doctoral students to serve as mentors for small groups of preservice teachers during methods courses and early field experiences taught by experienced faculty members represent one way doctoral students can practice the role of teacher educator in a supervised environment. Further, in these arrangements, preservice teachers get attention and feedback beyond what is possible when a single instructor teaches the course. This paper provides practical guidance for implementing a mentoring program, including potential benefits and challenges, and gives recommendations for research and practice.Subscribe to TPE
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