Mentorship Conceptualizations and Practices Across Contexts: Similarities and Differences

• In Event: You Are Not Alone: Mentoring Practices and Priorities

Abstract

This mixed-methods research study examines how mentors of novice teachers conceptualize their roles and mentoring practices in general and with regard to diversity, equity, and inclusion (DEI). Data consists of 49 questionnaire responses to fixed- and open-ended questions as well as two rounds of semi-structured interviews. Participants include current and past mentors across three teacher education programs at one university. Analysis points to two findings: (1) while pre-service or in-service context influences the way mentors conceptualize their roles and goals, there is little variation in mentoring practices regardless of pre-service or in-service context, and (2) mentors’ have largely similar conceptualizations of DEI across program contexts. Implications for teacher education programs are presented.

Authors

• Vinay Mallikaarjun, University of Pennsylvania

• Nicole Mittenfelner Carl, University of Pennsylvania

• Tess Bernhard, University of Pennsylvania

• Lara Condon, University of Memphis

• Janine Remillard, University of Pennsylvania