Student diversity in classrooms is on the rise and with it, a need for teachers who recognize the needs of diverse student populations. Teacher retention is a national crisis, with teachers of color at especially high risk for leaving the teaching profession early. This case study describes a collaborative mentoring approach used by a primary grades Latina teacher and two university professors. This approach focused on reflective discussion of classroom events and addressed the challenges of teaching for understanding in an age of accountability and changing demographics. Findings indicate that the beginning teacher’s enthusiasm combined with the expertise of teacher educators benefited the teacher, the students, other teachers in the school, and the participating university professors. Implications of this case study point towards the need to mentor diverse educators in the early years.
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Souto-Manning, M., Dice, J.L. Reflective Teaching in the Early Years: A Case for Mentoring Diverse Educators. Early Childhood Educ J 34, 425–430 (2007). https://doi.org/10.1007/s10643-007-0151-1
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DOI: https://doi.org/10.1007/s10643-007-0151-1