Mentor Teacher Professional Identity Development in a Year-long Teacher Residency
Document Type
Article
Publication Date
2019
Keywords
Mentor teacher, teacher education, teacher residency, professional identity development
Abstract
In this article I examined the professional identity development of five mentor teachers in a year-long, clinically rich teacher residency partnered between a university-based teacher education program and schools in a southern state of the United States. Qualitative data were collected through classroom observation and individual semi-structured interviews with a focus on participants’ mentoring activities and the ways they enacted and described their identities. Participants came to new mentoring beliefs and practices as they navigated the residency and developed a multifaceted identity to mediate their learning to become mentors and teacher educators. Implications for mentor teacher professional support, teacher preparation, and future research were discussed.
Digital Object Identifier (DOI)
https://doi.org/10.1080/13611267.2019.1630991
Citation / Publisher Attribution
Mentoring & Tutoring: Partnership in Learning, v. 27, issue 3, p. 251-271
Scholar Commons Citation
Chu, Yiting, "Mentor Teacher Professional Identity Development in a Year-long Teacher Residency" (2019). Language, Literacy, Ed.D., Exceptional Education, and Physical Education Faculty Publications. 12.
https://digitalcommons.usf.edu/lleepe_facpub/12
Was this content written or created while at USF?
No
