Our own research shows that teams model the process teaching and learning in ways that cannot be replicated in the university classroom or in the traditional mentoring dyad or triad. Team-members present novices with multiple, valid perspectives on classroom issues. Because of the competing perspectives team members must articulate their thoughts clearly, by linking them to educational standards and by providing evidence to support their opinions. The team structure, then, avoids the traditional power imbalance between novices and experts or proteges and mentors, which can shortcut true understanding. Team based mentoring also provides an authentic context in which the consequences of one's actions as a beginning teacher, experienced teacher, and teacher educator, are immediate and significant.
Programmatic weaknesses become apparent.
Course sequences have changed, and requirements for practica have been made more stringent. As the teachers of record, interns learn that the basis of effective teaching is ongoing relationships with students. Interns have an entire year to work with their students and can repair mistakes, resolve issues, and develop trust and mutual respect. Interns have the opportunity to try, fail, and learn. Because of this opportunity, interns can extend the same opportunity to try, fail, and learn to their students.