Uncovering the "Dilemmatic Space" Within Mentoring Experiences

• In Event: 29.091 - Poster Session 4
  In Poster Session: 29.091-1 - Division K Section 3 Poster Session 2

Abstract

This study applies the theoretical construct of “dilemmatic space” (Fransson & Grannäs, 2012) as a means of understanding a set of semi-structured interview data from university professors serving as mentors for beginning PreK-12 teachers. Utilizing the lens of dilemmatic space, we found that university professors reported an ongoing, often implicit, and evolving struggle with ideological differences they understood to exist between academia and K-12 schools. The findings serve as a salient reminder to teacher educators, K-12 school practitioners, and policymakers to consider the interconnectedness of power and position, especially as it relates to living out the university’s mission to prepare and empower entrants into the teaching profession.

Authors

• Julianna E. Kershen, The University of Oklahoma

• Teresa K. DeBacker, University of Oklahoma