The Role of Mentor-Student Teacher Relationships in Building Standard-based Elementary Mathematics Teaching Pedagogy

Hyunjung Kang

Abstract


This study explores the importance of field experience, in particular, the mentor-novice relationships of educators and student teachers in elementary mathematics classrooms.  The author investigated the critical roles of mentors in terms of student teachers’ continuous learning about teaching standards-based pedagogy.  To explore this mentor-student teacher relationship, the researcher investigated three pairs of mentor-student teacher cases and explored the patterns of successful mentoring and how these patterns served to create a context in which mentoring supported a teacher’s efforts to teach mathematics in alignment with standards-based pedagogy.  The study broadens teacher education literature by raising compelling issues about the importance of mentor-student relationships and the need for mentor education.


Keywords


elementary mathematics teacher education; mentor-student teacher relationship; standards-based mathematics teaching practice; student teacher

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