Semester

Summer

Date of Graduation

2025

Document Type

Dissertation

Degree Type

PhD

College

School of Education

Department

Education

Committee Chair

Sharon Hayes

Committee Member

Melissa Sherfinski

Committee Member

Johnna Bolyard

Committee Member

Keisha-Moraé Hopkins Kibler

Abstract

This study explored how implementing a practical, school-based professional learning community (PLC) in which mentor teachers examined mentoring practices influenced mentor teachers’ understanding of mentoring, their mentoring practices, and mentor identity. Findings suggest TE and schools alike should provide professional learning communities (PLCs) for mentor teachers to examine practices for its benefits on mentor learning. Nuanced conceptions of mentoring can help teacher education (TE) and schools better support mentor teachers in their learning (Clarke et al., 2014). Conceptions of mentoring as well as interacting discourses, such as school, teacher education, and neoliberal discourses, influenced the mentor teachers’ practices and identities. Mentor teachers at times felt constrained in their practices and the kinds of mentors they wanted to be. The school context limited the time to engage in the PLC. When provided the time, mentor teachers could engage in examining mentoring practices, learning new practices, and transforming practices to meet the needs of the pre-service teachers (PSTs) in learning to teach. Mentors came to see their identities not as static, but complex and evolving. They began to explore areas in their practices where there was autonomy and flexibility. The educative mentoring conception was found to disrupt power in the mentoring relationships and impelled the mentor teachers to reimagine mentoring practices to better support PSTs. As a result of the PLC, mentor teachers did not feel isolated in their mentoring practices and looked to the community for support of their own practices.

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