A phenomenological study of community college students' experiences with mentor teachers*. Issue 2 (15th March 2018)

• Record Type: Journal Article
• Authors: Crisp, Gloria; Carales, Vincent; Walls, Carey; Cassill, Aaron
• Is Part Of: Mentoring & tutoring. Volume 26:Issue 2(2018)
• Page Start: 183
• Page End: 206
• Publication Date: 2018-03-15
• Subjects: Mentoring -- STEM -- community college students -- teaching -- early field experience; Mentoring in education -- Periodicals; Tutors and tutoring -- Periodicals; 371.1460941
• DOI: 10.1080/13611267.2018.1471369
• Languages: English
• ISSNs: 1361-1267

Abstract

Abstract: The aims of our current study were to (1) explore how community college science and mathematics majors made meaning of their experiences with mentor teachers as part of an early field experience and (2) understand the ways students' experiences with mentors influenced their interest in teaching. Using interviews and written reflection activities, a qualitative phenomenological approach was used to understand and describe the meaning of the lived mentoring experiences of 17 community college science and mathematics majors. Five themes were identified to describe community college students' experiences with mentor teachers in elementary, middle and high schools in a high-needs school district: (a) role modeling, (b) mutual respect and honesty, (c) responsiveness and guidance, (d) approachability and relatedness, and (e) broadening and shifting perspectives. Findings point to the potential of early relationships with mentor teachers as a means to shape community college students' interest in teaching science or mathematics.