This text focuses upon professional discourse that revolves around
induction efforts resulting from educators working together to
inform one another's practice. Teacher to teacher mentality is the
product of purposeful practice as educators serve to inform one
another's preparation and development. Further, such mentality
transcends boundaries to reach all levels of education and across
contexts with cutting edge research and applications that promote
the classroom teacher as associated teacher educator in the
process. Therefore, this text is meant as a reflection of the
current state of the profession and future research and development
prospects pertaining to the concept of classroom teachers as
associated teacher educators who through teacher to teacher
mentality inform purposeful practice. This text serves also as a
tool for promoting professional discourse concerning the classroom
teachers as associated teacher educators in this regard. This is
such an important discussion to be had, and yet only recently has
the teacher education profession more fully realized, acknowledged
and emphasized the integral impact of teacher to teacher mentality
of classroom teachers as associated teacher educators engaged in
purposeful practice. Such dynamic interchanges of teacher to
teacher mentality extend to teacher candidates, novice classroom
teachers, and teacher educators.
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