Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-8 - Supportive Contexts for Teacher Leadership

Abstract

Numerous studies explore pre-service candidate experiences and responses to their induction; however,few examine the perspectives and experiences of school-based mentors as informal teacher leaders who have multiple opportunities to participate in educational change implementation over time. Drawing on semi-structured interviews with 17 secondary school mentors in one urban district in the province of Ontario, Canada, this qualitative study presents a unique examination of how induction mentors, as teacher leaders, conceptualize and enact their role. It describes the impact of mentoring on their practice including their evolving understanding of the role, their challenges, reciprocal outcomes, and contributions beyond preservice teacher education. Study findings provide insight into the dynamics and supports for classroom teachers as informal teacher leaders.

Author

• Suzanne J. Molitor, Peel District School Board