Reconsidering Preservice-Mentor Relationships in Complex Times: New Possibilities for Collaboration and Contribution

A sociocultural context of interruption and instability illuminated our teacher candidates' funds of knowledge and identity (e.g., Esteban-Guitart & Moll, 2014) during the global pandemic of 2020. Their expertise, skills, and self-understandings strengthened both the mentor-teacher candidat...

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Bibliographic Details
Published inIssues in teacher education Vol. 29; no. 1-2; pp. 132 - 141
Main Authors Walker, Nancy T, Ardell, Amy
Format Journal Article
LanguageEnglish
Published San Bernadino Caddo Gap Press 22.09.2020
Subjects
California
Classrooms
Collaboration
Cooperative Planning
Cultural Capital
Curricula
Curriculum Development
Digital literacy
Distance learning
Educational Change
Educational Innovation
Electronic Learning
Epidemics
Knowledge
Learner Engagement
Mentors
Online instruction
Pandemics
Preservice Teacher Education
Preservice Teachers
Reflection
Social aspects
Student participation
Student Teaching
Teacher education
Teacher Educators
Teacher Student Relationship
Teachers
Teaching Methods
Team Teaching
Teams
Web Based Instruction
California
United States > US
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Summary:A sociocultural context of interruption and instability illuminated our teacher candidates' funds of knowledge and identity (e.g., Esteban-Guitart & Moll, 2014) during the global pandemic of 2020. Their expertise, skills, and self-understandings strengthened both the mentor-teacher candidate relationship and student engagement. Teacher candidates' stories about shifts to the virtual space demonstrated new possibilities for mentorship in the form of co-learning and co-reflecting (e.g., Canipe & Gunkel, 2020). By making the space to recognize and acknowledge the value of teachers' funds of knowledge and funds of identity (e.g., Hogg & Volman, in press), teacher educators can help structure mentoring relationships that lead to teacher candidates' initial sense of professional belonging, and potentially, their longevity in the profession.
ISSN:1536-3031
2831-9095