The benefits of being a mentor teacher in a teacher residency program

PurposeThis instrumental case study (Stake, 1995) explores the benefits experienced by mentor teachers who mentored resident teachers in a year-long residency program.Design/methodology/approachThe study was grounded by the Benefits of Being a Mentor conceptual framework, as defined by Ragins and Sc...

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Bibliographic Details
Published in:International journal of mentoring and coaching in education 2024-05, Vol.13 (2), p.214-229
Main Authors: Oh, Ji Hyun, Tygret, Jennifer A., Mendez, Sylvia L.
Format: Article
Language:English
Subjects:
Beginning Teacher Induction
Beginning Teachers
Case studies
Classrooms
Clinical medicine
Collaboration
COVID-19
Educational Strategies
Elementary schools
Feedback
Learning
Learning Strategies
Meetings
Pandemics
Professional development
School districts
School principals
School superintendents
Skills
Student retention
Student Teaching
Teacher education
Teacher Education Programs
Teaching methods
Team teaching
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Summary:PurposeThis instrumental case study (Stake, 1995) explores the benefits experienced by mentor teachers who mentored resident teachers in a year-long residency program.Design/methodology/approachThe study was grounded by the Benefits of Being a Mentor conceptual framework, as defined by Ragins and Scandura (1999). The participating mentor teachers engaged in semi-structured interviews and a focus group. The data were analyzed through inductive and deductive data analysis techniques.FindingsUsing inductive and deductive data analysis techniques, three themes emerged on the benefits of being a mentor teacher: (1) extra support in the classroom, (2) professional learning and growth opportunities, and (3) investing in the future of education. The teachers’ perceived benefits were related to the connectedness of their personal and professional growth, the growth of the resident teachers and their students’ learning.Originality/valueMentor teachers play a vital role in teacher residency programs, as they are the primary influence on their resident teachers’ pedagogical praxis. In a residency program, mentor teachers support resident teachers’ sustained teaching experience by hosting them for one full academic year in their classrooms; therefore, exploring the benefits they receive from serving in this role is essential.
ISSN:2046-6854
2046-6862
DOI:10.1108/IJMCE-06-2023-0048