Transforming Teaching Practice Through a Yearlong Residency Program: Mentor Teachers' and Interns' Perceptions

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-5 - Cooperating Teachers and Supervisors: Voices From the Field

Abstract

This study examined eight mentor teachers’ and eight interns’ perceptions of a yearlong residency program in one mid-Atlantic state. It also examined mentors’ views about teaching content methodology within the program. Researchers conducted two qualitative case studies using face-to-face interviews, focus forums, and field notes and conducted a cross-case analysis, which revealed four major themes.

Results of this study showed the yearlong residency is warranted; university course theory needs to link with clinical experience practice; content, pedagogy, and classroom management theory need to be incorporated into mentors’ preparation; interns need to integrate theory into practical applications; relationship building and communication among participating schools and colleges of education are vital. Funding sources for interns and mentors warrant exploration.

Authors

• Kate Bowski, Cape Henlopen School District

• Pamela Curtiss, Wilmington University