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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
Language: English
Authors: Rachel A. Ayieko (ORCID 0000-0001-8391-7065), Amy R. Guenther (ORCID 0000-0003-1335-1371), Mona Baniahmadi (ORCID 0009-0001-6500-696X), Shondricka Burrell
Source: Mentoring & Tutoring: Partnership in Learning. 2025 33(3):269-293.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: Preservice Teachers, Masters Programs, High School Teachers, Mentors, Teacher Education Programs, Science Instruction, Mathematics Instruction, Disadvantaged Schools, Partnerships in Education, Experienced Teachers, Teacher Attitudes
DOI: 10.1080/13611267.2025.2469731
ISSN: 1361-1267
1469-9745
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505593
Database: ERIC
FullText Text:
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  Data: Shifting Philosophies and Practices: Partnering with Mentor Teachers in a Residency Program
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  Data: <searchLink fieldCode="AR" term="%22Rachel+A%2E+Ayieko%22">Rachel A. Ayieko</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8391-7065">0000-0001-8391-7065</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amy+R%2E+Guenther%22">Amy R. Guenther</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1335-1371">0000-0003-1335-1371</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mona+Baniahmadi%22">Mona Baniahmadi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-6500-696X">0009-0001-6500-696X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shondricka+Burrell%22">Shondricka Burrell</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Mentoring+%26+Tutoring%3A+Partnership+in+Learning%22"><i>Mentoring & Tutoring: Partnership in Learning</i></searchLink>. 2025 33(3):269-293.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: 10.1080/13611267.2025.2469731
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  Data: 1361-1267<br />1469-9745
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  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1505593
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      – SubjectFull: High School Teachers
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      – SubjectFull: Experienced Teachers
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      – SubjectFull: Teacher Attitudes
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