Centering the ME in Mentoring: Examining Learner-Centered Approaches on Black Resident Teachers in Urban Schools

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Urban Mentorship and Diversity: Centering Learner-Centered Approaches and Social Justice in Education (Table 11)

Abstract

This study examines the experiences of Black teacher Residents in an urban Texas residency program, focusing on perceptions of mentoring from host teachers and its impact on self-efficacy for teaching in urban schools. Guided by Kolman et al.'s (2017) theory of learner-centered mentoring, the research identifies mentoring practices that develop self-efficacy in culturally responsive teaching. Using a phenomenological approach, the study builds on 2021-2022 survey data and interviews with Black Residents to gain deeper insights into Residents’ experiences with their mentor teachers. Anticipated findings suggest supportive relationships, practical guidance, and culturally responsiveness enhanced confidence and competence. Recommendations include intentional mentor-mentee pairing, extended mentor development, and policy support. This study aims to improve mentoring practices, teacher retention, and educational equity.

Author

• Alexes M. Terry, American University