Teacher Development in an Urban Residency Program: A Comparison of Two Cases

• In Event: 81.032 - MTCC Roundtable Session 37
  In Roundtable Session: 81.032-4 - Alternative Routes and Residencies: Networks, Third Spaces, and Mentors

Abstract

This paper examines factors that influence K-12 teacher development in a residency program based on an in-depth case study of two residents in an urban teacher residency program in Mid-Atlantic region of the United States. Multiple data sources were analyzed including semi-structured interviews with participants, and weekly reflective logs spanning three years. Two key themes are discussed in this proposal. The match between the resident and mentor teacher determined the nature of the coaching relationship and classroom experiences. The other theme related to opportunities for reflection to enhance the resident's authentic teaching experiences during the residency year. The proposal concludes by exploring former residents’ experiences as teachers of record and their intent to remain in the classroom.

Authors

• David T. Marshall, Auburn University

• Divya Varier, George Mason University

• Samantha Hope, Virginia Commonwealth University

• Lisa M. Abrams, Virginia Commonwealth University

• Jesse Senechal, Virginia Commonwealth University

• Bryan Arnold, Virginia Commonwealth University