Learner-Centered Mentoring in Urban Contexts: Developing a Vision of the Possible

• In Event: 63.050 - Perspectives on Mentoring in Teacher Education

Abstract

In this qualitative multiple case study, we analyze the perspectives on and experiences of six mentor teachers, nominated as effective, who have worked as mentors in the same urban teacher residency program for at least two years. Five of the participants in this study offer a starting point for developing a theory of effective mentoring as learner-centered mentoring. In this type of mentoring practice, mentors consider the needs of the learner, provide opportunities, support learning within the community, and encourage reflection. The sixth mentor offers a counterpoint, highlighting how effective mentoring of pre-service teachers is different from being a good role model.

Authors

• Joni Kolman, City College of New York - CUNY

• A. Lin Goodwin, Teachers College, Columbia University

• Rachel Roegman, Purdue University