Degree
Doctor of Philosophy (PhD)
Department
School of Education
Document Type
Dissertation
Abstract
As preservice teacher candidates engage in field experiences that shape their development of teacher identity, it is important to examine their perceptions of the mentoring process. This study explored how preservice teacher candidates construct their own knowledge about mentoring as a process, as well as explored the perceptions of mentor teachers, both National Board Certified, and non-National Board Certified, as they facilitated the learning and growth of their mentees. Many prior studies on the mentoring process exist, however, a gap in the literature that was identified and explored through this study included the impact that National Board Certified Teachers have as mentors of preservice teacher candidates. Using a comparative case study design, a background information questionnaire, one-on-one interviews, and communication artifacts from mentor teachers and their preservice teacher candidates were collected and analyzed. Results from this study indicated that similarities and differences among NBCT mentors and non-NBCT mentors exist. Four major themes emerged from data analysis: Mentor teachers’ beliefs about children and how they learn best; Mentor teachers’ approaches to preservice teacher development; Communication, collaboration, and leadership readiness; and Preservice teacher candidates’ mentorship experiences and development of teacher identity. These findings further suggest that preservice teacher candidates can benefit from the mentorship of a National Board Certified Teacher, as well as opportunities for mentor teacher modeling and practice, structured reflection and feedback, collaboration with colleagues, exposure to leadership activities, and opportunities for the development of professionalism and teacher identity. This study can inform teacher education preparation programs, school district leaders, policymakers, and most importantly, mentor teachers about the advantages of National Board Certification on teacher leadership and the development of preservice teacher candidates.
Date
7-16-2025
Recommended Citation
McClure, Bethany, "A Comparative Case Study of Mentoring Practices by National Board Certified and Non-Certified Teacher Mentors" (2025). LSU Doctoral Dissertations. 6875.
https://repository.lsu.edu/gradschool_dissertations/6875
Committee Chair
DiCarlo, Cynthia F.
DOI
10.31390/gradschool_dissertations.6875
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Scholarship of Teaching and Learning Commons