Generative Mentorship: Exemplars from a STEM Teacher Preparation Program

• Paige K. Evans ^[1] ; Mariam Manuel ^[1] ; Cheryl J. Craig ^[2]
  1. [1] University of Houston

     University of Houston

     Estados Unidos

     
  2. [2] Texas A&M University

     Texas A&M University

     Estados Unidos

     
• Localización: Teacher Induction and Mentoring: Supporting Beginning Teachers / Juan José Mena Marcos (ed. lit.), Anthony Clarke (ed. lit.), 2021, ISBN 978-3-030-79833-8, págs. 135-171
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • teachHOUSTON is a secondary teacher education program designed to supply qualified STEM teachers for underserved students in the Greater Houston area. Having already adopted a science as inquiry approach and incorporated formal and informal learning experiences, the teachHOUSTON program recently added culturally relevant pedagogies to its signature activities. Carefully threaded into the structure of teachHOUSTON are forms of mentoring that are layered (they build on one another) and generative (one approach to mentoring leads to other approaches, some yet unknown) as new grant awards extend and enrich the program. In this chapter, we examine how Saul, Cindy, and Bernardo are both mentors and mentees in the teachHOUSTON program. Three themes common to these three preservice/in-service teachers cut across the exemplars: mentoring and inquiry, mentoring and feedback, and mentoring and culturally responsive teaching. Clearly, mentoring heightens understandings of these critically important areas foundational to teacher education in the preservice and in-service years. teachHOUSTON’s evolving program will undoubtedly reveal new forms of layered mentoring and generate new mentoring experiences in the years to come.