Perspectives From Pre-Service Mathematics and Science Teachers in an Urban Residency Program
Characteristics of Effective Mentors
Bibliographic Data
| ID | 9729019 |
|---|---|
| Authors | Rubén Garza (0000-0003-0352-4590, Texas State University, San Marcos, TX, USA, corresponding author), Rod A Harter (Texas State University, San Marcos, TX, USA) |
| Year | 2016 |
| Volume | 48 |
| Issue | 4 |
| Pages | 403-420 |
| Publication date | 2016-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124514533989 |
| OpenAlex | W2012698801 |
| Language | EN |
| Citations received | 3 |
| References cited | 38 |
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
Economic shortage · Faculty Development · Mathematics education · Medical education · Pedagogy · Perception · Population · Professional development · Service (business · Collaborative Teaching and Inclusion · Medicine · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Educational research
The Challenges of Staffing Urban Schools with Effective Teachers
Mentored Learning to Teach According to Standards-Based Reform
The Impact of Induction and Mentoring Programs for Beginning Teachers
Teacher Sorting and the Plight of Urban Schools
Teacher Attrition and Retention
Why Public Schools Lose Teachers
The Discovery of Grounded Theory
Retaining Teachers of Color
Critical Concepts of Mentoring in an Urban Context
The Need for Urban Teacher Mentors
Are We Supporting Teacher Success
Deconstructing Deficit Thinking
Characteristics, Responsibilities, and Qualities of Urban School Mentors
Mentoring Mathematics and Science Preservice Teachers for Urban Bilingual Classrooms
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover
Qualitative inquiry and research design
A Pluralistic Approach to the Revitalization of Teacher Education
Mentoring in the New Millennium
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |