A phenomenological study of community college students’ experiences with mentor teachers* |
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| Authors: | Gloria Crisp Vincent Carales Carey Walls Aaron Cassill |
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| Institution: | 1. Adult and Higher Education, Oregon State University, Corvallis, USA;2. Educational Leadership &3. Policy Studies, The University of Houston, Houston, USA;4. GE2MS Teaching Program, The University of Texas at San Antonio, San Antonio, USA |
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| Abstract: | The aims of our current study were to (1) explore how community college science and mathematics majors made meaning of their experiences with mentor teachers as part of an early field experience and (2) understand the ways students’ experiences with mentors influenced their interest in teaching. Using interviews and written reflection activities, a qualitative phenomenological approach was used to understand and describe the meaning of the lived mentoring experiences of 17 community college science and mathematics majors. Five themes were identified to describe community college students’ experiences with mentor teachers in elementary, middle and high schools in a high-needs school district: (a) role modeling, (b) mutual respect and honesty, (c) responsiveness and guidance, (d) approachability and relatedness, and (e) broadening and shifting perspectives. Findings point to the potential of early relationships with mentor teachers as a means to shape community college students’ interest in teaching science or mathematics. |
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| Keywords: | Mentoring STEM community college students teaching early field experience |
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