Support and assist: approaches to mentoring in a yearlong teacher residency. Issue 1 (7th March 2016)

• Record Type: Journal Article
• Authors: Roegman, Rachel; Reagan, Emilie Mitescu; Goodwin, A. Lin; Yu, Julia
• Is Part Of: International journal of mentoring and coaching in education. Volume 5:Issue 1(2016)
• Page Start: 37
• Page End: 53
• Publication Date: 2016-03-07
• Subjects: Teacher education -- Mentoring -- Cooperating teachers -- Preservice teaching -- Teaching residency; Mentoring in education -- Periodicals; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Educational leadership -- Periodicals; 371.10205
• DOI: 10.1108/IJMCE-09-2015-0026
• Languages: English
• ISSNs: 2046-6854

Abstract

Abstract : Purpose: – The purpose of this paper is to examine mentor teachers' approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP). Design/methodology/approach: – This multiple-methods study examined 15 mentor teachers' approaches over the course of a year in an urban TRP through the lens of Wang and Odell's (2002) framework for mentoring. Data sources included mentors' self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative). Findings: – Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents' self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors' discussions of reflection and collaboration. Research limitations/implications: – This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher. Originality/value: – Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors' approaches to mentoring is necessary in order to provide this support.