Mentoring & Supervision (273 items)To section archive

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This paper presents the outcomes of an empirical investigation into the validity of Bryan Cunningham's thesis that the effectiveness of teacher mentoring is enhanced by a supportive institutional framework comprising eight ‘architectural design features’. It draws upon analyses of data from a mixed methods study of mentoring in the English Further Education sector. Data were generated via 40 semi-structured interviews with teachers, mentors and other stakeholders, and a national online survey of teachers of all subjects/vocational areas, completed by 392 respondents across all nine regions of England. The paper presents a reconceptualisation of the architecture for mentoring, which encompasses both a mentoring substructure and superstructure. Cunningham’s institutional architecture (reconceptualised as a mentoring substructure) is extended through the identification of additional design features, while limitations of the concept of an institutional mentoring architecture are exposed and evidence presented to show that a complementary superstructure is a necessary additional means of seeking to achieve optimally effective mentoring. A new research agenda is proposed to explore the extent to which the proposed mentoring substructure and superstructure are applicable in different professional and international contexts, and to identify common features of optimally supportive mentoring superstructures.
Published: 2020
Updated: Jan. 09, 2021
This study shares the story of a mentor teacher and student teacher during a yearlong student teaching experience. It looks at how working with an educative mentor (prepared and supported to enact this role) can make a difference in the instructional practices and beliefs of a novice teacher, specifically by providing the student teacher with the opportunity to experiment and by the mentor being open to learning in his/her own teaching practice.
Published: 2020
Updated: Sep. 15, 2020
This self-study tells the story of two international teacher education doctoral students and one faculty member as they embarked upon a co/autoethnography as a way to collectively explore experiences with and conceptualization of teacher candidate supervision across international contexts. Data collection included written autobiographical narratives, audio-recordings of reflective conversations, and various artifacts. By sharing their narratives and engaging in reflective conversations about these experiences, they gained insight into their histories in relation to the term supervision. Understanding each other’s pasts and contexts helped them gain a window into how their experiences influenced their beliefs about supervision. Specifically, they saw connections in relation to what influenced them to become teachers, relationships and the context for supervision, and the function of supervision. Their past narratives became a lens to study how they currently view supervision. This realization pushed them to develop a new vision of supervision informed by both their past experiences and their current knowledge and experiences. This study has implications for both teacher educator-doctoral student preparation and teacher educator professional development.
Published: 2019
Updated: Aug. 05, 2020
The mentor–preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor–preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the dynamics and implications of mentor–preservice teacher interactions. The authors analyzed how and when preservice and mentor teachers introduced ideas to group conversations and whose ideas were taken up by the group during a co-learning task. They found that mentor teachers tended to dominate group sense-making. However, preservice teacher use of imagination, the actions of teacher educators as brokers, and the use of boundary objects temporarily interrupted the dominant hierarchy. The authors conjecture that these moments raised preservice teacher status within the group so that mentor teachers took up preservice teachers’ ideas.
Published: 2020
Updated: Jul. 19, 2020