“Becoming” a mentor between reflective and evaluative discourses: A case study of identity development |
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| Institution: | 1. The University of Iowa, N297 Lindquist Center Iowa City, IA, 52242-1529, USA;2. The University of Texas at Austin, 1 University Station D5700, Austin, TX, 78712, USA;1. Department of Behavioural Sciences and Learning (IBL).Linköping University, SE-581 83, Linköping, Sweden;2. Department of Social and Welfare Studies (ISV), Linköping University, SE-581 83, Linköping, Sweden;1. University of Colorado, School of Education, 249 UCB, Boulder, CO, 80309, USA;2. Michigan State University, Teacher Education, 329 Erickson Hall, East Lansing, MI, 48824, USA |
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| Abstract: | This case study interpreted the experiences of a teacher as she grew her coaching and mentoring practices by working with preservice teachers and participating in professional development focused on reflective coaching, mentorship, and literacy teaching. We drew on the notion of “becoming” from critical and sociocultural theories in analyzing how she constructed a teaching identity through mentoring, and how her identity enabled her to enact reflective coaching practices. Our findings outline her agentic moves to provide the preservice teacher with reflective support, rather than evaluative critique, in opposition to the surveillance and regulation that characterize many existing teacher evaluation models. |
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| Keywords: | Mentors Reflection Teaching identity Professional development Preservice teacher education Literacy |
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