The Effects of Multifaceted Mentoring Strategies on Reducing Preservice Teacher Concerns

• In Event: Sheraton Roundtable Session 27
  In Roundtable Session: Dreams, Hopes, and Concerns in Preparing Future Teachers

Abstract

Stress and burn-out can attribute to early attrition among novice and pre-service teachers (PSTs) (e.g. Alliance for Excellent Education, 2008). A mixed-methods study examined the mentoring aspects on pre-service teachers’ concerns of two STEM teacher education programs, with the goal of improving teacher retention.
Data was gathered to identify teachers’ concerns prior to and after student-teaching. Mentoring strategies were also investigated to link impacts on these concerns. The control program utilized academic advisors, while the experimental program incorporated several mentoring models before the practicum. During student-teaching, both programs recognized primary mentors as cooperating teachers and university supervisors. The experimental PSTs also sought advice from Master Teachers. This study found trained mentors serving multiple roles helped reduce self-preservation concerns.

Author

• Twyla D. Harris, Eastern Kentucky University