Mentoring & Supervision (267 items)To section archive
This study sought to explore from the student teachers’ perspectives, the domains of knowledge that they gain from mentoring meetings during residential teaching practice (TP). A qualitative approach which employed open-ended questionnaires was used to generate data from 16 student teachers: seven men and nine women in two education districts. Students indicated that they had good relationships with their mentors, and held formal meetings weekly, fortnightly or monthly. They also reported gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts. Three students experienced ineffective mentoring, as such had limited benefits from mentoring processes and most likely from the practicum. Knowledge of what to teach, how to teach it as well as appropriate strategies for particular topics, the kinds of students and their specific settings often merge into what student teachers are expected to learn in teacher preparation inclusive of residential practicum. Comprehensive, prolonged, on-going mentor training workshops would expose mentors to the entire essence of mentoring and the centrality of formal mentor-mentee meetings not only for student teacher TP mentoring, but also for mentor growth and rejuvenation in their practice.
Updated: Mar. 08, 2020
Analysis of interaction patterns and tutor assistance in processes of joint reflection in pre-service teacher education
In the literature reflection in teacher training is conceptualised in multiple ways, making it difficult to determine what types of contexts facilitate the activity of joint reflection. The present study aims to shed light on this debate, identifying the strategies of educational assistance given by tutors to a group of students during the process of reflection. To this end, the authors analyse the interactive dynamics and educational assistance in two cases of joint reflection between tutors and students. Different phases in the process of reflection were identified, as were different specific types of assistance to address joint reflection. In both cases, the assistance of the tutor was found to be necessary in collective scaffolding for the establishment of relationships between situational and academic representations, even though the data suggest a progressive increase in the students’ control of the task.
Updated: Jan. 16, 2020
Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science
This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. Five classroom teachers who were new to mentor training participated in the study to document the impacts of the PD sequence. The PD combined an in-person immersion into the components of effective science instruction with online modules centered on learner-supportive mentoring practices. Findings indicated that mentors who engaged in the hybrid face-to-face and online PD more effectively coached their mentees and displayed specific shifts in their approach to mentor conversations. Participants showed statistically significant increases in their ability to use coaching as a default mentoring stance, to focus on evidence of students’ science learning, and to draw on a consistent framework for effective science instruction for their conversations.
Updated: Dec. 01, 2019
As a means to improve teacher preparation and teacher quality that impacts student achievement, the Australian government has recently encouraged formal partnerships between tertiary providers, schools and education systems in delivering teacher education and professional development, in particular for mentors. This article documents challenges and initial findings of the first year of a school-university partnership involving an Australian regional university and K-12 teacher-mentors located in rural schools. It describes the design and implementation of a contextualised professional development model, using participatory action research to build teacher capacity for mentoring and foster a culture of collaborative inquiry.
Updated: Oct. 07, 2019