Peer Mentoring: A Narrative Inquiry Into Collaborative Lesson Planning With Culturally Responsive Pedagogy

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Multiculturalism and Diversity Education (Table 14)

Abstract

This narrative inquiry examines the mentoring experiences of two groups of preservice teachers-- juniors as mentors and freshmen as mentees-- at a large, research-intensive midwestern university. Using culturally responsive pedagogy (Gay, 2002) as a theoretical frame, we investigate how preservice teachers collaboratively plan and deliver social- justice- focused interactive read alouds to community partners in rural settings: students in a predominantly Latinx kindergarten classroom, and children in the same community in library read aloud sessions. Results show that group planning is beneficial to both mentors and mentees as discussions including questions and explanations reshape thinking and strengthen understanding. Further findings show that mentoring helps better prepare freshmen for the rigors of a teacher education program.

Authors

• Helen Bentley, Purdue University
  Presenting Author

• Stephanie Oudghiri, Purdue University
  Presenting Author

• Laura Bofferding, Purdue University
  Presenting Author

• Jennifer Barce, Purdue University
  Presenting Author

• Kathryn M. Obenchain, Purdue University
  Presenting Author