Practice What You Preach: The Positionality of Mentor Teachers

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Teacher Preparation, Pedagogy, and Mentorship (Table 18)

Abstract

This study examines how mentor teachers’ reflections on their experiences as mentees shape their current mentoring practices with pre-service teachers. Framed by Positioning Theory, the research explores how mentors perceive their roles during the critical phase of student teaching and how their self-positioning influences mentor-mentee dynamics. Using qualitative methods, data were gathered through interviews and questionnaires with mentor teachers, alongside input from student teachers to compare perspectives. Anticipated findings suggest a cyclical link between mentors’ past experiences and current approaches, revealing how self-positioning affects pedagogical decisions and relationships. This research provides insights into mentorship in teacher education, offering implications for strengthening mentor relationships and improving teacher preparation programs.

Authors

• Anda Grace Pearson, Utah State University

• Edgar Díaz, Utah State University