Unforgetting Mentor Histories: Exploring Professional Learning Journeys That Shape Teacher Mentorship

• In Event: Reimagining Mentor Support: Learning, Positionality, and Equity in Teacher Residency Programs

Abstract

Purpose
Connected to the conference theme of “unforgetting histories,” this study centers the professional histories of cooperating teachers (CTs) to explore how their past experiences shape and inform the mentorship practices they use with teacher residents. By understanding these foundational experiences, the research seeks to investigate how contemporary forms of professional learning can translate into effective mentorship strategies to better prepare teachers for the evolving demands of education.

Theoretical framework
This study is guided by Situated Learning Theory (Lave & Wenger, 1991), which asserts that learning occurs most effectively within the context where knowledge is applied. Learning is not a solitary act but unfolds through participation in “communities of practice,” where novices engage alongside more experienced members to gradually build expertise. While CTs are experienced classroom teachers, they may be novices within the mentoring community. This theoretical lens supports a deep examination of how CTs learn to be mentors and how their prior professional learning experiences shape their approaches to mentoring new teachers.

Methods
This qualitative study investigates two groups of CTs: those who are alumni of our graduate school of education and those who did not earn a master’s degree through our institution. Using semi-structured interviews and online surveys, the study explores how these CTs’ professional learning histories inform their mentorship practices and examines potential differences between the two groups.

Data sources
To ensure trustworthiness and triangulation, this study draws on multiple data sources. Semi-structured interviews will be conducted with each CT and their teacher resident to explore the CT’s use of coaching strategies. CTs will share their professional histories, while residents will offer perspectives on how they experience and interpret their mentorship. Field observations of CT-resident interactions such as co-teaching, planning meetings, and coaching conversations will capture mentoring practices in real school contexts. Additionally, online surveys will gather data from a broader sample of current and former CTs about their professional learning experiences and how both formal and informal learning influence their mentoring.

Results
Preliminary findings indicate CTs who are alumni of our graduate program tend to employ reflective practices emphasized in their coursework, intentionally engaging in reflection with their mentees to foster ongoing growth and deeper understanding of teaching. Conversely, CTs who did not earn a master’s degree through our institution often rely more on professional networks, professional learning communities (PLCs), and site-based practices to support their mentoring, drawing from collaborative and practical learning opportunities within their school environments.

Scholarly significance
By situating CTs’ practices within their professional learning histories and communities, this study honors the foundations of mentorship in teacher education while contributing new theoretical insights into reflective, equity-centered mentoring. This work advances education research that bridges past traditions with innovative futures, aligning closely with the conference theme and contributing to a reimagined vision for teacher preparation. Specifically, it adds to California’s rich history of educational innovation by offering insights into how local professional learning communities and graduate programs shape equitable mentorship practices for the next generation of teachers.

Author

• Francesca Henderson, University of Maryland