Mentoring with Future Urban Teachers

Abstract

Increasing educational opportunities for children who live in urban areas is a social, moral, and economic imperative. Teacher preparation is one key to facing this challenge, and mentoring appears to hold promise as a critical component of urban teacher education programs. This article summarizes the mentoring component of a large, federally funded partnership project designed to support future urban teachers. Procedures for recruiting and selecting mentor teachers, typical mentor-student activities, and participants' perceptions of the mentoring activities are described.