Reflections From White Preservice Teachers on Learning From Coaching Teachers of Color

• In Event: Cross-Race Mentoring and Mentoring of K-12 Novice Teachers

Abstract

The importance of diverse field experiences often focuses solely on the diversity of the student population and the school context. Even within the scholarship on mentoring new and preservice teachers, little discussion exists regarding the underutilization and overall benefits of teachers of Color serving as coaching/mentor teachers for White preservice teachers. Using narrative inquiry methods, this paper focuses on furthering understandings of the learning opportunities afforded to the predominantly White preservice teacher population through collaborative work and mentorship by experienced teachers of Color. The narratives of three White preservice teachers particularly focus on their understandings of the value of cultural knowledge, cultural ways of communicating and embracing notions of community in effective teaching for diverse learners.

Authors

• Tambra O. Jackson, University of South Carolina

• Maylin Coggiano, University of South Carolina

• Melissa Larkin, UVA & University of South Carolina

• Ella Moore, University of South Carolina