Collaborative Mentoring: A Qualitative Study on In-Service Teacher Training

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: K–12 Mentoring in Rural Settings (Table 3)

Abstract

Out of the many other loads that are many times ‘imposed’ or ‘just given’ to the teachers, mentoring is one such load. This study examined the impact of collaborations and reflections mentor teachers developed as a result of being part of monthly real-time online meetings. Ten mentor teachers from the licensure program chose to be part of this study. Themes from content qualitative analyses indicate that mentor teachers appreciate being part of the monthly meetings and collaborations with their colleagues. The positive results from this study moves the mentoring field forward in pre-service and in-service teacher professional development especially during initial teacher preparation and mentoring.

Author

• Udita Gupta, University of Utah