Yearlong Residency Program’s Impact on Mentor Teachers

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

Abstract

Preparing teacher candidates to be effective professionals in the classroom is a challenging undertaking, one that must also consider the preparation of the mentors who guide them within the K12 classroom. In fact, when we consider the amount of time teacher candidates spend with their mentor teachers one might argue that the preparation and experiences of mentor teachers is paramount. This research highlights the experiences of mentors as teacher educators and their experiences with the mentor trainings. Understanding these experiences enables educator preparation programs to evaluate, reflect, improve and grow their relationships and collaborations with the K12 mentoring colleagues.
This qualitative study explored four rural mentor teachers’ experiences and perceptions of mentoring in a yearlong field placement program

Authors

• Amber Wagnon, Stephen F. Austin State University

• Heather Dean, California State University - Stanislaus