ERIC Number: EJ1096255
Record Type: Journal
Publication Date: 2016-May
Abstractor: As Provided
Perspectives from Pre-Service Mathematics and Science Teachers in an Urban Residency Program: Characteristics of Effective Mentors
Garza, Rubén; Harter, Rod A.
Education and Urban Society, v48 n4 p403-420 May 2016
The purpose of our study was to examine mathematics and science pre-service teachers' perceptions of their mentoring experiences during their 1st year in the Teaching Residency Program for Critical Shortage Areas, an initiative designed to recruit, prepare, and retain teachers for high-need urban schools. Results from this mixed-methods study illustrated pedagogical aspects and mentor characteristics that enhanced and impeded pre-service teachers' growth and development. Therefore, professional development, especially working with adults, must also include frequent monitoring of the mentoring relationships to identify problematic situations. Our findings also suggested that an extended field experience helps deter deficit thinking about a diverse student population. The dynamics of teaching alongside a mentor through a residency program, coupled with the challenges of an urban setting, provide an opportunity for researchers to continue to examine pre-service teachers' development and to identify effective practices to build mentor capacity.
Descriptors: Preservice Teachers, Student Teacher Attitudes, Mathematics Teachers, Science Teachers, Urban Education, Residential Programs, Teacher Characteristics, Teacher Effectiveness, Mentors, Urban Schools, Mixed Methods Research, Professional Development, Progress Monitoring, Capacity Building, Questionnaires, Likert Scales, Praxis, Field Experience Programs, Field Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: U336S090041