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Mentoring Pre-Service Teachers at a Historically Black University: Global Perspectives

Mentoring Pre-Service Teachers at a Historically Black University: Global Perspectives

Helen Brantley, Cassandra Sligh Conway
Copyright: © 2015 |Pages: 16
ISBN13: 9781466663473|ISBN10: 1466663472|EISBN13: 9781466663480
DOI: 10.4018/978-1-4666-6347-3.ch013
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MLA

Brantley, Helen, and Cassandra Sligh Conway. "Mentoring Pre-Service Teachers at a Historically Black University: Global Perspectives." Promoting Global Literacy Skills through Technology-Infused Teaching and Learning, edited by Jared Keengwe, et al., IGI Global, 2015, pp. 217-232. https://doi.org/10.4018/978-1-4666-6347-3.ch013

APA

Brantley, H. & Conway, C. S. (2015). Mentoring Pre-Service Teachers at a Historically Black University: Global Perspectives. In J. Keengwe, J. Mbae, & S. Ngigi (Eds.), Promoting Global Literacy Skills through Technology-Infused Teaching and Learning (pp. 217-232). IGI Global. https://doi.org/10.4018/978-1-4666-6347-3.ch013

Chicago

Brantley, Helen, and Cassandra Sligh Conway. "Mentoring Pre-Service Teachers at a Historically Black University: Global Perspectives." In Promoting Global Literacy Skills through Technology-Infused Teaching and Learning, edited by Jared Keengwe, Justus G. Mbae, and Simon K. Ngigi, 217-232. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6347-3.ch013

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Abstract

Mentoring relationships that can provide connections regionally and nationally are essential to prepare pre-service teachers (Crocito, Sullivan, & Carrabar, 2005). Moreover, a global perspective in mentoring pre-service teachers is needed in all teacher education programs to give pre-service teachers authentic application skills. The mentoring experiences provided in the chapter are based on experiences at Historically Black Colleges and Universities. These same mentoring experiences can occur at any type of university. These experiences are integral to enhance the understanding of preparing pre-service teachers in a global and ever changing society. The purpose of this chapter is as follows: 1) to provide a conceptual definition of mentoring; 2) to provide an example of a mentoring evaluation program; 3) to provide case examples of global and cultural mentoring experiences that impact pre-service teachers; 3) to provide examples of how educators can implement globalization activities in instructional materials; and 4) to provide an intellectual discussion of future strategies that impact practical and field experiences in teacher education programs.

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