UWEC CERCA 2025

Perspectives of Mentor TeachersMentor teachers (MTs) play a critical role in the development of teacher candidates (TCs) during field experiences, serving as instructional and professional role models. Yet, little is known about how MTs perceive their roles, and value mentoring or support TCs. This study investigates the perspectives of MTs within the Eau Claire Area School District to explore: (a) how they prioritize relationships with TCs, (b) their expectations of mentoring, and (c) strategies for fostering connections.Using a constructivist framework, this research employs a comparative case study design and semi-structured interviews with MTs to explore their experiences. Thematic analysis was conducted to uncover patterns in their mentorship approaches and align findings with existing literature on effective mentoring practices. The study highlights the challenges MTs face in balancing their mentoring and teaching responsibilities, while also offering insights into the professional and relational dynamics that shape successful mentorship.Preliminary findings suggest MTs emphasize explicit communication and balancing control with independence to support TCs effectively. Additionally, MTs see mentorship training as valuable in guiding TCs. Future educator preparation programs may consider providing mentorship training and resources that focus on building trusting relationships to foster TC growth.