Shifting Philosophies and Practices: The Influence of a Residency Partnership on Mentor Teachers

• In Event: Mentoring Through Preservice Teacher Education Programs

Abstract

This study aims to understand the mentorship philosophies and practices of mentor teachers (MTs) supporting teaching candidates (TCs) in a residency program who are learning to teach math and science subjects in chronically under-resourced schools. We focus on shifts in the MTs' mentorship philosophies and practices and their enactment of educative co-planning, observation and debriefing, and analysis of student work. Occurring amidst the COVID pandemic, our study indicates that MTs' practices and mentoring philosophies are influenced by structured ongoing professional development and support, even in extremely challenging circumstances. Implications for policy and practice are discussed.

Authors

• Mona Baniahmadi, University of Texas at Austin

• Amy R. Guenther, Saginaw Valley State University

• Rachel A. Ayieko, Duquesne University

• Shondricka Burrell, Morgan State University