Peer Mentoring Opportunities in Undergraduate Research: Shaping Prospective Teachers' Personal and Professional Identity Development

• In Event: 54.081 - Poster Session 11
  In Poster Session: 54.081-1 - Division K Section 7

Abstract

This poster reports on an investigation of the social-affective outcomes in a sophomore-level prospective-teacher cohort. Students participate in a fifteen-week field experience in an after-school learning laboratory, which include an inquiry project, and peer-mentoring training. The research questions are: (1) what are the supports that the cohort indicate that they provide for and/or receive from one another? (2) what do they report as the influence of the peer mentoring seminar series on their scholarly orientation and their identity construction? The data, including dialogic journals, focused group interviews, and survey data, are being analyzed inductively, with triangulation and member checking to enhance their accuracy. The findings suggest a complex interrelationship between mentored research and identity development within this learning sphere.

Author

• Ruth J. Palmer, The College of New Jersey