Beyond the Practical Aspects of Learning to Teach: Mentoring Teacher Candidates Toward the Diverse Needs of Students

• In Event: Reflective Practice in the Lives of Teachers

Abstract

Mentoring teacher candidates toward practices that value cultural responsive pedagogy is essential during clinical placements, yet this aspect of learning to teach can often be eclipsed by the practical aspects of the classroom. This study investigated mentors to understand how they conceptualized their role and how this influenced their practices. Analysis of survey results was used for purposeful sampling focused on mentors who ranked planning for cultural diversity highly; six mentors participated in a semi-structured interview and classroom observations. Despite the purposeful sampling, the mentors’ internalization of their role did not reflect an overt understanding of the need to address diversity issues with teacher candidates. Development of mentor preparation and on-going support focused on intentional professional development is needed.

Author

• Kimberly S. Reinhardt, Texas A&M University - Corpus Christi