Examining the Mentoring Experience of a Novice Teacher Educator: A Self-Study

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Graduate Student Voices: Self-Studies of the Novice Teacher Educator and Researcher Experience (Table 5)

Abstract

In this self-study, I explored how I navigated being mentored as a doctoral student and novice teacher educator by two professors with different science education frameworks over two semesters. I used the self-study methodology and gathered data from five 90-minute critical friend conversations and 50 reflective journal entries. Three themes were developed from the analysis, and they are going with the flow, a state of dissonance, and exploring two frameworks- a productive struggle. This study's implications suggest the need for teacher educators to cognitively examine their mentoring experience to enhance their developing pedagogical practices. Additionally, the study invites science teacher educators to consider the potential embedded in merging frameworks such as PCK and NOS in their science methods classes.

Author

• Taiwo Jumoke Ogundapo, Indiana University