You've Met Your Match: Using Culturally Relevant Pairing to Cultivate Mentoring Relationships during the Early Practicum Experience of Community College Preservice Teachers

Autor/inn/en	Garte, Rebecca; Kronen, Cara
Titel	You've Met Your Match: Using Culturally Relevant Pairing to Cultivate Mentoring Relationships during the Early Practicum Experience of Community College Preservice Teachers
Quelle	In: Teacher Educator, 55 (2020) 4, S.347-372 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2020.1799128
Schlagwörter	Preservice Teachers; Cooperating Teachers; College Faculty; Two Year College Students; Community Colleges; Cultural Relevance; Mentors; Practicums; Preservice Teacher Education; Minority Group Students; Minority Group Teachers; Racial Composition; Socioeconomic Status; Interpersonal Relationship; Early Childhood Education; Power Structure; First Generation College Students + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Fakultät; Community college; Community College; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Socio-economic status; Sozioökonomischer Status; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This work explores mentoring triad relationships between pre-service teachers, school-based cooperating teachers, and professors at a community college. Using cultural historical activity theory, we provide a retrospective analysis of the factors influencing the success of the mentoring relationships. We assessed 60 mentoring triads with a rubric focused on how triads established intersubjectivity and the activity systems of practicum and college course were able to intersect and establish common goals. Results showed that highly successful triads were most likely to have culturally matched student/cooperating teacher pairs and culturally diverse practicum placements. Qualitative analysis showed that an equal exchange of power among the triad was foundational for enabling intersubjectivity. Therefore, equal power exchange between the triad during early practicum experiences are supported by and support cultural responsiveness. We argue for further research on this population of pre-service teachers as well as greater attention to issues of power and cultural responsivity during mentorship. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01