Developing Culturally Relevant Science and Math Mentor Teachers: An Elementary Professional Development Study

• In Event: Sheraton Roundtable Session 12
  In Roundtable Session: Mentoring the Mentors: Examining Learning and Practice Across Teacher Educator Roles

Abstract

This proposal describes the results of an innovative approach to preparing culturally relevant elementary mathematics and science teachers. Our larger study focuses on the student teaching experience (for both mentor teachers, MTs, and student teachers, STs) and intentional interventions developed to support MTs and STs to teach science and math in more inquiry-based culturally relevant ways. Six MTs participated in 12 2-hour professional development (PD) sessions that aimed to develop competencies in culturally relevant mathematics and science teaching (CRMST). This was accomplished through: critical reading, reflection and discussion, experiential learning activities, and participation in collaborative action research.

Authors

• Paula A. Magee, Indiana University - IUPUI

• Craig J. Willey, Indiana University - Indianapolis

• Khadijah Siddeeq, Indiana University - Indianapolis

• Shanna Marie Stuckey, Indiana University - Indianapolis