Characterizing Mentoring Capital in a Residency Program through Mentor's Voices

Autor/inn/en	Garza, Rubén; Reynosa, Raymond; Werner, Patrice; Duchaine, Ellen L.; Harter, Rod
Titel	Characterizing Mentoring Capital in a Residency Program through Mentor's Voices
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 26 (2018) 2, S.226-244 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2018.1472590
Schlagwörter	Mentors; Preservice Teacher Education; Teacher Shortage; Urban Schools; Experiential Learning; Program Effectiveness; Science Teachers; Mathematics Teachers; Special Education Teachers; Labor Turnover; Teacher Persistence; Culturally Relevant Education; Alternative Teacher Certification; Masters Programs; Secondary School Teachers; Altruism; Self Efficacy; Teaching Methods; Interaction; Texas + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrermangel; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Experiental learning; Erfahrungsorientiertes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Magister course; Magisterstudiengang; Altruistic behavior; Altruismus; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion
Abstract	The purpose of our study was to examine mentors' conceptualizations of mentoring residents (preservice teachers) in a teacher residency program. Understanding the nuances of mentoring in a year-long placement in a mentor's classroom may further illuminate mentoring in this context. In this qualitative, longitudinal study, we used constant comparative analysis to allow the data to drive recurring patterns and ideas linked to real-life situations and values coding to examine mentors' conceptualizations of mentoring in a residency program. Residents enrolled in the federally-funded Teaching Residency Program for Critical Shortage Areas program were placed in a high-need urban secondary school for a year-long clinical experience to work alongside mentors, who had a non-evaluative role. By examining mentors' conceptualizations of mentoring in this particular context, our data reveal aspects of their agency that reflected three main themes: (a) professional altruism, (b) extant knowledge, and (c) resident as stimulus. Our findings add to the research on mentoring by illuminating the voices of mentors to describe how they conceptualized mentoring and to further examine their motivations for mentoring, contributions to the mentee, and professional gains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01