Mentorship Across Contexts: Conceptualizing Varying Roles and Practices of Mentor Teachers

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Studying Mentorship (Table 5)

Abstract

This mixed-methods research study examines how mentors of novice teachers conceptualize their roles and mentoring practices. Data consists of 49 questionnaire responses to fixed- and open-ended questions as well as 13 semi-structured interviews. Participants include current mentors across three teacher education programs at one university. Analysis points to two findings, including (1) how context influences the way mentors conceptualize their roles and goals and (2) how despite different conceptualizations, there is little variation in mentoring practices regardless of pre-service or in-service context. Implications for teacher education programs are presented.

Authors

• Nicole Mittenfelner Carl, University of Pennsylvania
  Presenting Author

• Vinay Mallikaarjun, University of Pennsylvania
  Presenting Author

• Lara Condon, University of Pennsylvania
  Presenting Author

• Tess Bernhard, University of Pennsylvania
  Presenting Author

• Janine Remillard, University of Pennsylvania
  Non-Presenting Author