Teacher Resident Perceptions of the Influence of Mentoring on Their Clinical Experience: A Descriptive Qualitative Study
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Summer 8-18-2025
Abstract
Educator preparation programs have evolved from the traditional semester-long student teaching model. Teacher candidates can select alternative certification programs or more extensive yearlong clinical teacher experiences instead of traditional university programs (Matsko et al., 2020). Prior studies have determined that teacher candidates in traditional programs have higher retention rates than alternative certification programs (Matsko et al., 2020; Van Overschelde & Wiggins, 2020; von Hippel et al., 2016). In this descriptive qualitative study, the perspectives of teachers who completed paid yearlong teacher residencies were studied to reveal the quality of teacher preparation experiences these resident graduates received. In this qualitative study, the researcher explored teacher residents’ experiences with the residency and mentoring and how these influenced their development of readiness and self-efficacy. Eight to 16 teachers were interviewed, and the interview transcripts were organized into a narrative report. Common themes were identified and shared in this study.
Advisor
Teresa Farler
Subject Categories
Education
Recommended Citation
Camarena, Emily, "Teacher Resident Perceptions of the Influence of Mentoring on Their Clinical Experience: A Descriptive Qualitative Study" (2025). Electronic Theses & Dissertations. 1282.
https://lair.etamu.edu/etd/1282
