How Am I Going to Make This Work? Learner-Centered Mentoring in Multiple and Layered Contexts

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-17 - Examining the Experiences of Teachers From Diverse Backgrounds and Those Serving in Urban Areas

Abstract

In this paper, we examine contextual factors shaping the capacity of mentors to be learner-centered in high-need urban schools. Drawing on Bronfenbrenner’s work, we apply systems theory to examine how different contexts influence mentor teacher capacity. Data sources include self-assessments and focus groups from mentor teachers in one teacher residency program over four years. Findings suggest mentors felt pressured to meet demands of various school, district, and state policies, and also spent valuable time in conversation with teacher candidates on these aspects of being a teacher—taking away time from conversation about actual teaching. We conclude with implications for teacher preparation programs and teacher education policy.

Authors

• Rachel Roegman, University of Illinois at Urbana-Champaign

• Joni Kolman, California State University, San Marcos