File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1108/IJMCE-09-2015-0026
- Scopus: eid_2-s2.0-84959506356
- WOS: WOS:000393474400003
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Support and assist: approaches to mentoring in a yearlong teacher residency
Title | Support and assist: approaches to mentoring in a yearlong teacher residency |
---|---|
Authors | |
Keywords | Teacher education Cooperating teachers Mentoring Preservice teaching Teaching residency |
Issue Date | 2016 |
Citation | International Journal of Mentoring and Coaching in Education, 2016, v. 5, n. 1, p. 37-53 How to Cite? |
Abstract | © 2016, © Emerald Group Publishing Limited. Purpose â The purpose of this paper is to examine mentor teachersâ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP). Design/methodology/approach â This multiple-methods study examined 15 mentor teachersâ approaches over the course of a year in an urban TRP through the lens of Wang and Odellâs (2002) framework for mentoring. Data sources included mentorsâ 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 â 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 residentsâ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentorsâ discussions of reflection and collaboration. Research limitations/implications â 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 â 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 mentorsâ approaches to mentoring is necessary in order to provide this support. |
Persistent Identifier | http://hdl.handle.net/10722/249740 |
ISSN | 2023 Impact Factor: 1.5 2023 SCImago Journal Rankings: 0.517 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Roegman, Rachel | - |
dc.contributor.author | Reagan, Emilie Mitescu | - |
dc.contributor.author | Goodwin, A. Lin | - |
dc.contributor.author | Yu, Julia | - |
dc.date.accessioned | 2017-11-28T02:13:08Z | - |
dc.date.available | 2017-11-28T02:13:08Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | International Journal of Mentoring and Coaching in Education, 2016, v. 5, n. 1, p. 37-53 | - |
dc.identifier.issn | 2046-6854 | - |
dc.identifier.uri | http://hdl.handle.net/10722/249740 | - |
dc.description.abstract | © 2016, © Emerald Group Publishing Limited. Purpose â The purpose of this paper is to examine mentor teachersâ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP). Design/methodology/approach â This multiple-methods study examined 15 mentor teachersâ approaches over the course of a year in an urban TRP through the lens of Wang and Odellâs (2002) framework for mentoring. Data sources included mentorsâ 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 â 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 residentsâ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentorsâ discussions of reflection and collaboration. Research limitations/implications â 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 â 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 mentorsâ approaches to mentoring is necessary in order to provide this support. | - |
dc.language | eng | - |
dc.relation.ispartof | International Journal of Mentoring and Coaching in Education | - |
dc.subject | Teacher education | - |
dc.subject | Cooperating teachers | - |
dc.subject | Mentoring | - |
dc.subject | Preservice teaching | - |
dc.subject | Teaching residency | - |
dc.title | Support and assist: approaches to mentoring in a yearlong teacher residency | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1108/IJMCE-09-2015-0026 | - |
dc.identifier.scopus | eid_2-s2.0-84959506356 | - |
dc.identifier.volume | 5 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 37 | - |
dc.identifier.epage | 53 | - |
dc.identifier.eissn | 2046-6862 | - |
dc.identifier.isi | WOS:000393474400003 | - |
dc.identifier.issnl | 2046-6854 | - |