Researchers indicate that prior experience and beliefs about learning and teaching held by practicing and pre-service teachers contribute significantly in shaping their mentoring relationships and, more broadly, their career outlook and aspirations. While mentoring is commonly seen as a form of support for pre-service teachers, mentoring can be pivotal in the creation of enabling environments in which collaborative, professional dialogs are undertaken. Yet, there lies a tension between enculturation into the norms of schools and promoting self-belief, participation, and collaboration. Drawing on a qualitative methodology, in this study we focused on the conceptions and expectations of classroom mentoring within the context of a teacher reform initiative in Scotland. Findings indicated that participants in the study held a mixture of beliefs regarding mentoring practices. Implications for partnership arrangements in initial teacher education and teachers’ career development were discussed.
- critical constructivism
- career development
Aderibigbe, S., Colucci-Gray, L., & Gray, D. S. (2016). Conceptions and expectations of mentoring relationships in a teacher education reform context. Mentoring and Tutoring: Partnership in Learning, 24(1), 8-29. https://doi.org/10.1080/13611267.2016.1163636