JTE_Appendices_1011770022487118773996 – Supplemental material for Mentoring as More Than "Cheerleading": Looking at Educative Mentoring Practices Through Mentors' Eyes (original) (raw)
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Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. We report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although we introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped us craft the definitions we present in our findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.
This article presents the results of a review of current empirical research of effective practices in teacher mentoring. Compiling literature published since 2000 in peer-reviewed journals, we examine arguments for mentoring practices to improve teacher candidate and novice teacher experiences and skills. The emergent "effective" mentoring practices can be grouped into these categories: (a) critical reflection and feedback, (b) modeling, (c) collaboration, and (d) knowledge about the needs of novice teachers. We consider these practices in light of larger arguments made in the literature about mentoring, including the purposes of mentoring and the qualities and professional development of mentors, and situated in our professional roles in teacher education. Finally, we argue the literature does not provide evidence to support mentoring of any sort, and how future research can address that lack of evidence and the divergent perspectives on effective mentoring practices.
Challenges and complexities of developing mentors' practice: insights from new mentors
International Journal of Mentoring and Coaching in Education, 2018
Purpose - Induction mentoring for early career teachers is a complex practice, requiring knowledge and skills distinct from teaching. However, more is known anecdotally than empirically about the challenges new mentors face and the type of support they need as they transition from teacher to induction mentor. Design/methodology/approach - This qualitative study investigates how nine first-year mentors develop, conceptualize and enact their mentoring practice by asking: What supports/inhibits new mentors’ professional learning and practice? Are there patterns of struggle/challenge that new mentors face? Primary data sources included three 45-60 minute structured, individual interviews across each mentor’s first year. Data analysis was inductive, involving open and axial coding. Findings - Mentors struggled to navigate multiple, complex relationships with administrators, teachers, and students. The quality of these relationships impacted their sense of efficacy and mentoring ability. Despite receiving what mentors perceived as effective professional development, all mentors found it difficult to apply knowledge in practice. Mentors also experienced a steep and varied learning curve and identified supports that enhanced their knowledge and situated application of new teacher-centered mentoring. Originality/Value – Despite increases in mentoring programs, there is a lack of research addressing new mentors’ needs and development. This study makes a contribution by identifying new mentors’ needs and challenges, and by providing recommendations for situated, responsive, and ongoing professional development.
The Role of Mentoring in Teacher Education
Oxford Research Encyclopedia of Education
Mentoring is a positive, supportive facilitation of learning and development between a person with more experience, knowledge, or expertise in a certain field, and a person who is less knowledgeable or is new to that field. In the tertiary setting, mentoring programs take on many forms and structures, with a range of objectives such as support for transition, academic supplemented instruction, and social support. All mentoring programs, regardless of structure, are fundamentally a transactional process of support underpinned by a mutually respectful relationship. The foundations of mentoring are drawn from theoretical frameworks grounded in social constructivism, social learning, applied learning, and developmental theory. These frameworks inform aspects of collaborative learning and outline the multiple benefits for participants including the building of interpersonal, problem-solving and communication skills, increasing academic success and motivation. Successful mentoring program...
Reflections from the room where it happens: examining mentoring in the moment
International Journal of Mentoring and Coaching in Education, 2019
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Teachers mentoring teachers: A view over time
Journal of Teaching …, 2005
McCaughtry is with Wayne State University, Division of Kinesiology, Health, and Sport Stud-ies; Hodges Kulinna is with Arizona State University, Department of Education and Department of Kinesiology; Cothran is with Indiana University, Department of Kinesiology; Martin is ...
Mentoring “Inside” and “Outside” the Action of Teaching: A Professional Framework for Mentoring
2017
This study seeks to contribute to the research on mentored induction by investigating the practices mentors employ in their work with new teachers in two high-need, high poverty urban elementary schools. Informed by Schwille’s (2008) temporal framework of “educative” mentoring practices occurring “inside” and “outside” the action of teaching, this study this study investigated the range of practices mentors employed, new teachers’ perceptions of the practices, and if the practices contributed to new teachers’ professional learning. Participants included six new teachers and two induction mentors. Results indicate that “inside” and “outside” mentoring practices are complementary, should be conceived as assisted performance, and judiciously selected to promote productive changes in new teachers’ practice. Recommendations for mentoring programs are provided.