A Phenomenological Study of Community College Students' Experiences with Mentor Teachers

Autor/inn/en	Crisp, Gloria; Carales, Vincent; Walls, Carey; Cassill, Aaron
Titel	A Phenomenological Study of Community College Students' Experiences with Mentor Teachers
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 26 (2018) 2, S.183-206 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2018.1471369
Schlagwörter	Community Colleges; Two Year College Students; Majors (Students); Student Experience; Mentors; STEM Education; Science Education; Mathematics Education; Field Experience Programs; Student Teachers; Role Models; Teacher Student Relationship; Vocational Interests; Student Motivation; Career Choice; Scholarships; Texas + Suchen Sie Ihr Suchwort? Community college; Community College; Studienerfahrung; STEM; Naturwissenschaftliche Bildung; Mathematische Bildung; Praxisnahes Lernen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Identifikationsfigur; Teacher student relationships; Lehrer-Schüler-Beziehung; Berufsinteresse; Schulische Motivation; Scholarship; Stipendium
Abstract	The aims of our current study were to (1) explore how community college science and mathematics majors made meaning of their experiences with mentor teachers as part of an early field experience and (2) understand the ways students' experiences with mentors influenced their interest in teaching. Using interviews and written reflection activities, a qualitative phenomenological approach was used to understand and describe the meaning of the lived mentoring experiences of 17 community college science and mathematics majors. Five themes were identified to describe community college students' experiences with mentor teachers in elementary, middle and high schools in a high-needs school district: (a) role modeling, (b) mutual respect and honesty, (c) responsiveness and guidance, (d) approachability and relatedness, and (e) broadening and shifting perspectives. Findings point to the potential of early relationships with mentor teachers as a means to shape community college students' interest in teaching science or mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01