Mentors' Use of Feedback to Support the Professional Development of Student-Centered Teachers and Mentor Self-Growth

• In Event: 15.044 - Mentoring in Teacher Education: In-Service

Abstract

This study examines teacher PD in a research-based, student-centered instructional model. The study prioritized the real experiences of twelve teacher mentors, collecting data during two summers using qualitative methods. While the majority of research about mentoring has focused on early career teachers, mentoring dyads, and experienced mentors, the current study explores mentoring by teachers who have expertise in a particular pedagogy with groups of diverse mentees learning to implement a specific model, using feedback to promote learning. This study highlights the preparation and support that teachers need to be successful mentors and grow as professionals. Findings demonstrate the potential for teachers at different phases of their careers to act as mentors and to learn from mentors who have varying expertise.

Authors

• Leslie Keiler, York College - CUNY

• Raffaella Diotti, Bronx Community College - CUNY

• Kara B Hudon, NYC Department of Education