Mentor Teacher Learning About Social Justice and Equity Through Sustained Professional Learning

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Building on Research in Lesson Study and Mentor Teacher Study Groups

Abstract

Preparing teachers to provide an equitable and socially just education has become a focus for many teacher preparation programs across the country. Yet it appears that little attention has been given to the role of mentor teachers—the people who student teachers identify as most influential in their learning to teach (Clarke, Triggs, & Nielsen, 2014; Feiman-Nemser, 2001; Schwille, 2008)—in this work. This study examines mentor teachers’ shifts in thinking and actions through a particular professional learning opportunity—a Mentor Study Group that focused on mentoring for equity and social justice. Findings demonstrate both the necessity of this work and a path forward for doing this work in the context of a teacher preparation program.

Authors

• Amy R. Guenther, Saginaw Valley State University

• Lindsay Joseph Wexler, North Central College