Conceptions and expectations of mentoring relationships in a teacher education reform context

Semiyu Aderibigbe, Laura Colucci-Gray, Donald S Gray

Research output: Contribution to journalArticle

5 Citations (Scopus)
6 Downloads (Pure)

Abstract

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.
Original languageEnglish
Pages (from-to)8-29
Number of pages22
JournalMentoring and Tutoring: Partnership in Learning
Volume24
Issue number1
Early online date29 Mar 2016
DOIs
Publication statusPublished - 2016

Fingerprint

mentoring
reform
teacher
education
career
enculturation
dialogue
classroom
participation
methodology
Teaching
school
learning
experience

Keywords

  • mentoring
  • apprenticeship
  • critical constructivism
  • realism
  • beliefs
  • career development

Cite this

Conceptions and expectations of mentoring relationships in a teacher education reform context. / Aderibigbe, Semiyu; Colucci-Gray, Laura; Gray, Donald S.

In: Mentoring and Tutoring: Partnership in Learning, Vol. 24, No. 1, 2016, p. 8-29.

Research output: Contribution to journalArticle

@article{467d9ecf7a7043f680dd72164b26f7cc,
title = "Conceptions and expectations of mentoring relationships in a teacher education reform context",
abstract = "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.",
keywords = "mentoring, apprenticeship, critical constructivism, realism, beliefs , career development",
author = "Semiyu Aderibigbe and Laura Colucci-Gray and Gray, {Donald S}",
year = "2016",
doi = "10.1080/13611267.2016.1163636",
language = "English",
volume = "24",
pages = "8--29",
journal = "Mentoring and Tutoring: Partnership in Learning",
issn = "1361-1267",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

TY - JOUR

T1 - Conceptions and expectations of mentoring relationships in a teacher education reform context

AU - Aderibigbe, Semiyu

AU - Colucci-Gray, Laura

AU - Gray, Donald S

PY - 2016

Y1 - 2016

N2 - 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.

AB - 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.

KW - mentoring

KW - apprenticeship

KW - critical constructivism

KW - realism

KW - beliefs

KW - career development

U2 - 10.1080/13611267.2016.1163636

DO - 10.1080/13611267.2016.1163636

M3 - Article

VL - 24

SP - 8

EP - 29

JO - Mentoring and Tutoring: Partnership in Learning

JF - Mentoring and Tutoring: Partnership in Learning

SN - 1361-1267

IS - 1

ER -