Mentoring in Online Simulation: Shaping Preservice Teachers for Tomorrow’s Roles

• In Event: Anne Frank Confronts Queen Isabella: Learning Phenomena in Historical, Cultural, and Social Online Simulation Games

Abstract

Objectives:
Research pertaining to mentoring programs often centers around a normative view of mentoring, which concentrates on measures the learning outcomes for the mentee as opposed to educative mentoring (Feiman-Nemser, 2001) which focuses on the growth of the mentee and the mentor. Consequently, little is known about the metamorphic nature of mentoring for the mentor (Edwards et al., 2011). Even less is known about how technology enhanced distance mentoring can shape pre-service teachers’ development as future educators, as well as how disruptions to traditional mentoring power dynamics shapes the mentoring relationship. To provide more comprehensive understandings of online mentoring, this paper will delve into the experience of university-level students who functioned as mentors to middle school children in an online role-playing simulation game. The mentors’ role was to support childrens’ learning experience in a collegial, player-to-player, while still challenging them to stretch their potential through elements in the game.

Perspectives:
We are guided by the components of strength-based mentoring models (Ye, H. (2009). This research is theoretically rooted in the notion of role-taking and how assumption of role shapes relationship with teachers, learners and subject matter (Hawkins, 1974). We are also informed by conceptions of historical empathy (Yeager & Foster, 2001), the theory of transformational play (Barab et al., 2010), learning, relationship, and reflection (Lawrence-Lightfoot, 1999), and reflection, communication, and experience (Dewey, 1938).

Modes of inquiry:
Qualitative participatory action research guides this yearlong, collaborative research project (Cochran-Smith & Lytle, 2009). Researchers used archival data from the simulation to develop a mentor progress document, which was coded in accordance with established categories of description (Himley & Carini, 2000; Barab 2010). Carini’s theory of non-judgmental inquiry (2001) was central to this analysis. Carini’s theory posits describing requires that researchers not rush to judgment or conclude before careful description is complete.

Data sources:
This study draws on data from open ended, semi-structured interviews with university-level mentors, based on an instrument created by the researchers. Additional data sources included synthesized observational and archival data, and reflective writing assignments.

Results:
Findings suggest mentors engaged in the challenge of staying in character while also supporting student learning. This complex juggling required attending to their roles as university student and emerging teachers. In so doing, they scaffolded students in perspective taking, locating and developing “voice,” and risk taking. Through these “role sanctioned challenging” (names removed fro review) acts, mentors maintained dual vision on their own learning and that of their mentees.

Scholarly significance:
As the teaching profession becomes more demanding and 21st century preparedness becomes a necessity, educators must learn to navigate complex, technology-rich learning environments (Darling-Hammond, 2006). The outcomes of this research strengthen the ability of teacher educator programs to equip future educators for just such environments. In order to prepare educators for their first year of teaching and improve new teacher retention, this study deepens our understanding of the immediate and long-term impact online mentoring can have on teacher competency and the degree to which transfer of knowledge occurs within their field placements.

Authors

• Jennifer Elaine Killham, University of Cincinnati

• Susan P. Tyler, University of Cincinnati

• Miriam B. Raider-Roth, University of Cincinnati