Developing a Transformative Mentoring Project for Urban Teacher Preparation

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Mentoring in Education (Table 3)

Abstract

This study examines the Transformative Mentoring Project (TMP) and its impact on mentoring practices in Culturally Responsive Teaching (CRT) among mentor teachers. Using a Community of Practice (CoP) framework, it explores how collaborative professional development fosters connections across disciplines. Data were collected through interviews, observations, and artifacts from TMP meetings. Key findings show that TMP participation improved mentors' competencies, CRT integration, and professional growth. The study underscores the necessity of ongoing professional development embedded in social learning to bridge research and practice, addressing educational inequalities. It emphasizes the role of CoP in creating supportive environments for mentor training and calls for prioritizing cultural competence to support diverse student populations and promote educational equity.

Author

• Sandra Halajian, Geffen Academy at UCLA