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Shifting philosophies and practices: partnering with mentor teachers in a residency program.

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Title: Shifting philosophies and practices: partnering with mentor teachers in a residency program.
Authors: Ayieko, Rachel A.1 (AUTHOR) ayiekor@duq.edu, Guenther, Amy R.2 (AUTHOR), Baniahmadi, Mona3 (AUTHOR), Burrell, Shondricka4 (AUTHOR)
Source: Mentoring & Tutoring: Partnership in Learning. Jun2025, Vol. 33 Issue 3, p269-293. 25p.
Subject Terms: *Career development, *Science education, *Master teachers, *Teacher-student relationships, *Mathematics education, Mentoring
Abstract: Educative mentoring is based on the fundamentals of teachers as learners and collaborative principles that concern building knowledge about teaching and learning. This study aims to understand the mentorship philosophies and practices of mentor teachers (MT) supporting teaching candidates (TC) in the WW residency program who are learning to teach math and science subjects in chronically underserved schools. We focus on the shifts in the MTs' mentorship philosophies and practices and their enactment of co-planning, observation and debriefing, and analysis of student work. Considering that the mentoring occurred during the pandemic, our study indicates that MTs' practices and mentoring philosophies can be influenced by structured ongoing professional development and collaborative support, even in highly challenging circumstances. The findings from this study also highlight the importance of support structures for MTs to build mentorship skills that promote deeper mathematics and science teaching/learning in underserved schools. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Educative mentoring is based on the fundamentals of teachers as learners and collaborative principles that concern building knowledge about teaching and learning. This study aims to understand the mentorship philosophies and practices of mentor teachers (MT) supporting teaching candidates (TC) in the WW residency program who are learning to teach math and science subjects in chronically underserved schools. We focus on the shifts in the MTs' mentorship philosophies and practices and their enactment of co-planning, observation and debriefing, and analysis of student work. Considering that the mentoring occurred during the pandemic, our study indicates that MTs' practices and mentoring philosophies can be influenced by structured ongoing professional development and collaborative support, even in highly challenging circumstances. The findings from this study also highlight the importance of support structures for MTs to build mentorship skills that promote deeper mathematics and science teaching/learning in underserved schools. [ABSTRACT FROM AUTHOR]
ISSN:13611267
DOI:10.1080/13611267.2025.2469731