Creating a culture of learning – mentoring in a PDS

Abstract

Purpose: Professional development schools (PDSs) advocate links between schools and teacher education programs, but how do mentor teachers in schools experience their role in this? Therefore, this research focuses on mentor teachers to investigate the change brought about by the implementation of a complex-wide PDS. Design/methodology/approach: This qualitative single case study in a newly formed complex-wide PDS is based on surveys and individual interviews with mentor teachers from one school complex area. Activity systems analysis provided the framework to analyze mentor teachers interactions, their role and activities. Findings: Mentor teachers expressed a sense of purpose in educating the next generation of teachers, experienced continuous learning in the collaboration with the teacher candidates and recognized opportunities for professional development offered by teacher education programs. Practical implications: Schools and teacher education institutes rely on mentor teachers in their support to educate the next generation of teachers. Knowing what activities and values mentor teachers place on their mentoring can guide school administrations and teacher education institutes in their support and recruitment for mentor teachers. Originality/value: This research contributes to the development of teacher education in the State of Hawaii and has identified helpful structures for meaningful teacher education.