Abstract
This chapter explores a transformative mentor-mentee relationship as it relates to the transition from mathematics methods courses to real-time teaching. Framed by an ethic of care, the narrative highlights the collaborative journey of a secondary mathematics teacher and her former methods instructor. This partnership plays a pivotal role in shaping the teacher's practice, particularly in instilling an ethos of care in her classroom, even amidst the challenges of the COVID-19 pandemic. By underscoring the significance of this dynamic mentorship in teacher education and its impact on creating a classroom environment rooted in care and unconditional positive regard for students, this chapter offers valuable insights into the profound influence of nurturing mentor-mentee relationships during teacher induction.
| Original language | English (US) |
|---|---|
| Title of host publication | CARE AND TEACHERS IN THE INDUCTION YEARS |
| Subtitle of host publication | Supporting Early Career Educators in Today’s Teaching Landscape |
| Publisher | Taylor and Francis |
| Pages | 65-75 |
| Number of pages | 11 |
| ISBN (Electronic) | 9781040107485 |
| ISBN (Print) | 9781032707457 |
| DOIs | |
| State | Published - Jan 1 2024 |
ASJC Scopus subject areas
- General Social Sciences
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