Exploring Mentors' Perceptions of Their Roles and Reasons for Mentoring in a Teacher Research Experience

• In Event: Mentoring in STEM

Abstract

K-12 STEM teachers have the complex responsibility of translating the content, practices, and nature of STEM and the STEM community to their students. Yet many teachers have not had firsthand experiences with STEM-research within the STEM community, thereby making this translation difficult. Research Experiences for Teachers (RET) programs are designed to address this gap by engaging teachers in STEM research, working collaboratively in the field with mentor scientists. While mentors play a critical role in shaping teachers’ experiences and learning in RET, few studies have explored mentors’ perceptions of their role and reasons for mentoring teachers. Drawing from interviews with RET mentors, this study examines just that and considers implications of RET mentorship on teachers and teachers’ STEM learning.

Authors

• Shannon G. Davidson, University of Alabama

• Roxanne M. Hughes, Florida State University

• Kawana Johnson, Florida State University