Unforgetting Mentorship Traditions to Reimagine Teacher Futures: Mixed-Method Analysis of Microteaching Lesson-Study for Transformative Practice

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 1
  In Roundtable Session: Reframing Teacher Growth: Simulation, Mentorship, and Online Learning for a New Era

Abstract

Aligned with AERA's call to "unforget histories and imagine futures," this mixed-method study examines mentorship within microteaching lesson study (MLS) as transformative practice for pre-service teacher development. Thirty-three pre-service teachers participated in community-centered MLS featuring mentorship rooted in historical pedagogies of collective learning. Quantitative results demonstrated significant increases in self-efficacy for student engagement (t = 4.63, p < .001) and instructional strategies (t = 4.74, p < .001). Qualitative analysis revealed mentors fostered transformation through nurturing self-confidence, facilitating collaborative knowledge-building, providing culturally responsive feedback, and creating healing spaces. Findings illuminate how recovering community-based mentorship traditions can inform policy and practice for sustaining a diverse teaching workforce capable of navigating educational polycrises while constructing liberatory futures.
Keywords: microteaching, mentorship, teacher-preparation, self-efficacy

Authors

• Sherone A. Smith-Sanchez, Molloy University

• Audra Cerruto, Molloy University

• Rickey Moroney, Molloy University

• Kirsten Watts, Molloy College

• Jeanne Kimpel, Molloy University

• Rebeca Herrero Saenz, Molloy University

• Devi Singh, Molloy University

• Sonia Singh, Molloy University

• Samantha Di Stefano, Molloy University

• Stephanie Marie Sage, Molloy College