Community-Based Mentoring for Preservice Teachers
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| Title: | Community-Based Mentoring for Preservice Teachers |
|---|---|
| Language: | English |
| Authors: | Audrey Allan, Lisa Johnson (ORCID |
| Source: | School-University Partnerships. 2025 18(3):351-360. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Mentors, Preservice Teacher Education, School Community Programs, Beginning Teachers, Program Effectiveness, Acculturation, Social Support Groups, Culturally Relevant Education, Partnerships in Education, Community Involvement |
| DOI: | 10.1108/SUP-10-2024-0026 |
| ISSN: | 1935-7125 2833-2075 |
| Abstract: | Purpose: Few would argue the importance of high-quality mentoring for preservice and beginning teachers; however, more attention is needed to the type of mentoring provided. This is especially true for new educators preparing to teach in new contexts. This article describes the implementation and perceived impact of a community-based mentoring program aimed at retaining teachers for high-need schools. Design/methodology/approach: This article highlights aspects of the Family and Community Mentoring program, including its general purpose, mentor selection, activities and roles. Development of the model is framed by the need to include an asset-based approach to teaching in new contexts through community-based support for preservice educators. The article shares participant perspectives on initial program implementation and considerations related to including "community" as part of school-university partnership efforts. Findings: Input from mentor and beginning teacher participants indicates that a mentoring program specifically focused on community acculturation resulted in perceived empowerment for beginning teachers; critical support beyond the classroom; and opportunities for building relationships between teachers and students/families and their communities. Mentors and beginning teachers were especially positive about their relationship in terms of the social and emotional support and unique opportunities beyond the classroom. Originality/value: Retaining teachers is critical in providing students with a high-quality education regardless of where they live. This article contributes to broadening the scope of mentoring models and suggests that investing in a community mentoring program is a positive and worthwhile approach to school-university partnership efforts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502156 |
| Database: | ERIC |
| Abstract: | Purpose: Few would argue the importance of high-quality mentoring for preservice and beginning teachers; however, more attention is needed to the type of mentoring provided. This is especially true for new educators preparing to teach in new contexts. This article describes the implementation and perceived impact of a community-based mentoring program aimed at retaining teachers for high-need schools. Design/methodology/approach: This article highlights aspects of the Family and Community Mentoring program, including its general purpose, mentor selection, activities and roles. Development of the model is framed by the need to include an asset-based approach to teaching in new contexts through community-based support for preservice educators. The article shares participant perspectives on initial program implementation and considerations related to including "community" as part of school-university partnership efforts. Findings: Input from mentor and beginning teacher participants indicates that a mentoring program specifically focused on community acculturation resulted in perceived empowerment for beginning teachers; critical support beyond the classroom; and opportunities for building relationships between teachers and students/families and their communities. Mentors and beginning teachers were especially positive about their relationship in terms of the social and emotional support and unique opportunities beyond the classroom. Originality/value: Retaining teachers is critical in providing students with a high-quality education regardless of where they live. This article contributes to broadening the scope of mentoring models and suggests that investing in a community mentoring program is a positive and worthwhile approach to school-university partnership efforts. |
|---|---|
| ISSN: | 1935-7125 2833-2075 |
| DOI: | 10.1108/SUP-10-2024-0026 |
