分级指导对致力于在资源不足的学校和社区工作的教师候选人的价值

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-05-01 DOI:10.1016/j.tate.2025.105061

Tiffany R. Rowland, Katherine K. Delaney, Ruslan Slutsky, Victoria M. Pope, Karen Krepps, Cassidy Boyden

{"title":"分级指导对致力于在资源不足的学校和社区工作的教师候选人的价值","authors":"Tiffany R. Rowland, Katherine K. Delaney, Ruslan Slutsky, Victoria M. Pope, Karen Krepps, Cassidy Boyden","doi":"10.1016/j.tate.2025.105061","DOIUrl":null,"url":null,"abstract":"<div><div>Sustaining a committed teacher workforce for under-resourced schools has been a longstanding challenge in the United States. This joint methodology case/ethnographic study explores the impact of tiered mentorship in preparing 24 teacher candidates to work in under-resourced schools. Data consisted of transcripts from 65 individual interviews and 26 monthly meetings. Following thematic analysis, findings revealed that tiered mentorship fosters knowledge sharing, encourages reflection, and provides multi-level support, which enhances skill development for teaching in under-resourced schools. Results of this study suggest that tiered mentorship is a valuable approach for teacher education programs aiming to prepare teacher candidates for under-resourced schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105061"},"PeriodicalIF":4.0000,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities\",\"authors\":\"Tiffany R. Rowland, Katherine K. Delaney, Ruslan Slutsky, Victoria M. Pope, Karen Krepps, Cassidy Boyden\",\"doi\":\"10.1016/j.tate.2025.105061\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Sustaining a committed teacher workforce for under-resourced schools has been a longstanding challenge in the United States. This joint methodology case/ethnographic study explores the impact of tiered mentorship in preparing 24 teacher candidates to work in under-resourced schools. Data consisted of transcripts from 65 individual interviews and 26 monthly meetings. Following thematic analysis, findings revealed that tiered mentorship fosters knowledge sharing, encourages reflection, and provides multi-level support, which enhances skill development for teaching in under-resourced schools. Results of this study suggest that tiered mentorship is a valuable approach for teacher education programs aiming to prepare teacher candidates for under-resourced schools.</div></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"161 \",\"pages\":\"Article 105061\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2025-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X25001374\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25001374","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

在美国，为资源不足的学校维持一支忠诚的教师队伍一直是一个长期的挑战。这项联合方法论案例/民族志研究探讨了分层指导对24名教师候选人准备在资源不足的学校工作的影响。数据包括65次个人访谈和26次月度会议的记录。在专题分析之后，研究结果表明，分层指导促进了知识共享，鼓励反思，并提供了多层次的支持，从而提高了资源不足学校教学技能的发展。本研究的结果表明，分层师徒关系是教师教育计划的一种有价值的方法，旨在为资源不足的学校准备教师候选人。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

The value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities

Sustaining a committed teacher workforce for under-resourced schools has been a longstanding challenge in the United States. This joint methodology case/ethnographic study explores the impact of tiered mentorship in preparing 24 teacher candidates to work in under-resourced schools. Data consisted of transcripts from 65 individual interviews and 26 monthly meetings. Following thematic analysis, findings revealed that tiered mentorship fosters knowledge sharing, encourages reflection, and provides multi-level support, which enhances skill development for teaching in under-resourced schools. Results of this study suggest that tiered mentorship is a valuable approach for teacher education programs aiming to prepare teacher candidates for under-resourced schools.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.