Mentor Teachers’ Perceptions of Urban Schools

• In Event: Teacher Preparation in Low-Performing Urban Settings

Abstract

It is imperative that teacher preparation programs help interns to develop positive beliefs about themselves as learners and teachers (Armento et al., 2000; Case & Hemmings, 2005; Taylor & Sobel, 2001; Wilkins & Brand, 2005). Certainly the field experience component of teacher education programs is a particularly important component in shaping the beliefs of pre-service interns. Mentor teachers are uniquely situated to communicate attitudes and beliefs. This study addressed mentor teacher's descriptions of the urban environment as well as their culturally responsive teaching self-efficacy. It was found that mentor teachers in this sample expressed overwhelmingly negative views of urban schools, and that these views were significantly related to their culturally responsive teaching self-efficacy.

Authors

• Sashelle T. Alexander, Cleveland State University

• Brian E. Harper, Cleveland State University