Creating Anti-Fragility: Learning From Novice Educators to Improve Mentorship Through Inquiry

• In Event: Teacher Education in Times of Social/Institutional Crisis

Abstract

This self-study examines what a teacher educator has learned about becoming a mentor when she collaborated with her recent graduates, now novice educators. Through the invitation to bi-weekly support meetings throughout the 2020-2021 school year, novice educators shared and examined their practice, while the mentor/researcher examined her role as a mentor. Findings outline the way that supports for novice teacher are characterized by all participant. Drawing on the insights of the group, next steps are alluded to in order to better provide mentoring for novice educators going forward.

Author

• Jane Mcintosh Cooper, University of Houston