Mentoring Urban Interns: Amalgamation of Experiences in the Formation of Mathematics Teachers

Piccolo, Diana L.; Capraro, Mary Margaret; Capraro, Robert M.

doi:10.1080/08878730903386823

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…A mentor’s negative dispositions have the potential to influence the mentee’s self-perception and acceptance by the mentor’s students. Research (Piccolo, Capraro, & Capraro, 2010) highlights the importance of the mentor’s assistance with the dynamics of teaching. Therefore, a mentor must allow his or her mentee to take instructional risks and make mistakes if learning is to occur.…”

Section: Findings and Discussionmentioning

confidence: 99%

Perspectives From Pre-Service Mathematics and Science Teachers in an Urban Residency Program

Garza

Harter

2014

Education and Urban Society

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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.

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Section: Findings and Discussionmentioning

confidence: 99%

Perspectives From Pre-Service Mathematics and Science Teachers in an Urban Residency Program

Garza

Harter

2014

Education and Urban Society

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“…Garza and P. Werner Research (Mandel, 2006;Piccolo, Capraro, & Capraro, 2010) clearly illuminates the importance of the mentor's support, whether it is to navigate the institutional bureaucracy or to provide assistance with the pedagogical aspects of teaching. "Observe the mentors beforehand and determine their suitability in classroom management and instruction before assigning a mentee to a mentor," exclaimed a preservice teacher.…”

mentioning

confidence: 95%

Preparing mathematics and science teachers through a residency program: perceptions and reflections

Garza

Werner

2013

Teaching Education

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The critical challenge of recruiting, preparing, and retaining high-quality mathematics and science teachers for high-need urban schools is complex. Therefore, identifying factors that support and impede a teaching residency program's implementation may have the potential to build an effective initiative that will benefit all stakeholders. The purpose of our study was to examine preservice teachers' perceptions about their experiences in the Teaching Residency Program for Critical Shortage Areas program, a federally funded program designed to address teacher shortages in mathematics and science in high-need schools. Three themes emerged from the data analysis: (a) the residency framework, (b) a relevant curriculum, and (c) immersion in an authentic school context. Our findings have the potential to inform policy-makers, school administrators, university directors of school partnerships, and other individuals who have direct influence on teacher recruitment and retention.

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Mentoring Urban Interns: Amalgamation of Experiences in the Formation of Mathematics Teachers

Cited by 2 publications

References 15 publications

Perspectives From Pre-Service Mathematics and Science Teachers in an Urban Residency Program

Perspectives From Pre-Service Mathematics and Science Teachers in an Urban Residency Program

Preparing mathematics and science teachers through a residency program: perceptions and reflections

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