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ERIC Number: ED526500
Record Type: Non-Journal
Publication Date: 2010
Pages: 213
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-5635-2
ISSN: N/A
In-Service Teacher's Beliefs and Perceptions regarding Mentoring Preservice Teachers: A Critical Look at the Transformative Possibilities within Professional Development School Partnerships
Jozwiak, Melissa M.
ProQuest LLC, Ph.D. Dissertation, New Mexico State University
A qualitative research study designed to understand, from the in-service teachers perspective, what it is like to open their classrooms and mentor a preservice teacher. This study utilizes feminist research methodologies and responsive interviewing to explore how teachers' perceive the experience of mentoring a preservice teacher, and then, examines those experiences to reveal the possibilities for transformative learning within those experiences. Issues of teacher agency and power relations as they relate to the discourses readily present in the teaching context are examined to establish a gendered standpoint that recognizes how teachers are positioned with temporary power. Specifically, the role of the Professional Development School partnership in upholding inequitable relationships is considered. Additionally, the Transformative Learning that resulted from the Mentor-Preservice Teacher relationship is discussed. The Transformative Learning that occurred for Mentor-Teachers resulted in teaching practices that were more responsive to student diversity. Moving towards anti-oppressive Professional Development School relationships that promote an equitable relationship for Mentor-Teachers requires incorporating the Mentor-Teachers within the partnership such that their positions of power enable them to shape the educational discourses that constitute their work with children and preservice teachers. This is accomplished, not only, through the participation of teachers in the partnership, but reflects a complex and intersecting process whereby Transformative Learning supports the deconstruction of discourses and the conscious acknowledgement of agency through improved communication between Mentor and Preservice-Teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A