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Being and becoming a mentor: school-based teacher educators and teacher educator identity
ARTICLE

TATE Volume 21, Number 2 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Drawing on Gee's (Social linguistics and literacies: ideology in discourses, RoutledgeFalmer, New York, 1996) categories of “ways” to view identity, a case study is constructed of a secondary school teacher's struggle to move beyond her identity as a teacher to assume a mentor's identity in her year-long work with two English-teaching interns. Data of various kinds were gathered: from the interns, weekly e-mails and a paired peer interview, and from the teacher, interview, a peer interview, a mentoring log, and transcripts of a mentoring seminar. Based on these data, the author argues for the importance of attending to identity in teacher education and mentoring and describes conditions that would facilitate mentor identity formation.

Citation

Bullough, R.V. Being and becoming a mentor: school-based teacher educators and teacher educator identity. Teaching and Teacher Education: An International Journal of Research and Studies, 21(2), 143-155. Elsevier Ltd. Retrieved February 19, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2004.12.002

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