Mentoring in an Urban Teacher Residency: Mentors' Perceptions of Yearlong Placements

Preparing Teachers for Relationships With Students: Two Visions, Two Approaches

“…Teacher residency research also lacks a focus on teacher–student relationship development. Much of this scholarship consists of self-study, conducted by program insiders to document the creation and evolution of a residency (e.g., Klein et al, 2013; Solomon, 2009) There is also qualitative research that explores the role of context (Hammerness & Craig, 2016), mentoring (Gardiner, 2011), instructional rounds (Williamson & Hodder, 2015), or the process of learning to student teach (Gatti, 2016) in a residency program. Other studies attempt to assess the quantitative impact of teacher residencies; for example, Papay et al (2012) use value-added models and find that over time, graduates of Boston Teacher Residency outperform their peers.…”

Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work

“…Much of the literature to date focuses on specific characteristics of good mentor teachers or effective practices they use with candidates. For example, researchers have found that effective mentors regularly reflect on their own practice (e.g., Boreen, Johnson, Niday, & Potts, 2000; Cherian, 2007), are passionate about their work with K-12 students (e.g., Graham, 2006; Osunde, 1996), and are student-centered (e.g., Feiman-Nemser & Carver, 2012; Gardiner, 2011). The literature also emphasizes the role of mentor as local guide to candidates (e.g., Fairbanks, Freedman, & Kahn, 2000; Feiman-Nemser & Parker, 1992; Valencia, Martin, Place, & Grossman, 2009) as well as the benefits of positive relationships between mentor and candidate (e.g., Clarke, 2006; Draves, 2008; Glenn, 2006; Haigh, Pinder, & McDonald, 2006; Stanulis & Russell, 2000).…”

The Effect of Mentor Training Program on Competence and Attitude Regarding Mentorship

“…Briefly, the accomplishment period of targets/behaviors provided unity in terms of the used content, approach, method, technique and the physical classroom conditions, thus having a positive influence on permanence. The program's ability to develop the collaboration and sense of confidence between practicing teachers and teacher candidates is another factor contributing to its permanence, since confidence-based communication, cooperation and democratic approach are indications of a fair mentoring period (Gardiner, 2011). For such reasons, "practicing teacher personal attributes" and "adult education" sub- In the progress of teaching practices, the mentorship efforts especially made by primary school teachers becomes more challenging in terms of development period attributes of students, compared to branch teachers.…”