Understanding the nature of mentoring experiences between teachers and student teachers

Research output: Contribution to journalArticle

2 Citations (Scopus)
11 Downloads (Pure)

Abstract

Purpose
Mentoring is widely recognised as an effective strategy for supporting the professional learning of teachers and student teachers across different educational contexts. Yet, its effectiveness in initial teacher education may be more widely conceived to take account of mentoring as a cultural practice, contributing to a change of professional learning habits and relationships
towards collegiate and collaborative reflexivity. In this study, we explored the nature of mentoring experiences between teachers and student teachers, how these are embedded within the established professional learning culture of the school and the opportunities for mentoring to affect professional learning.

Design/Methodology/Approach
Set within the context of a teacher education reform project in Scotland, involving student teachers, mentors and university tutors, the study adopted a critical constructivist theory stance to explore mentoring relationships. A sequential mixed methods approach informed the collection and analysis of data.

Findings
Quantitative data point to a diversity of experiences of mentoring amongst teachers and student teachers. Qualitative data provide a nuanced account of participants’ views of their mentoring experiences, pointing to opportunities for revisiting assumptions about learning in the classroom as well as questioning established professional learning patterns.

Practical Implications
We conclude that mentoring relationships cannot be disentangled from a critical interrogation of the modes of relationships and values supporting professional learning in initial teacher education. Practical implications centre upon preparation and resources to develop mentoring as a tool for learning, embedded within the professional culture of the school.

Originality/Value
The study reframes the concept of mentoring as a practice that does not simply reinforce professional expectations but seeks to redefine teacher professional learning, pedagogy and social relationships in school contexts.
Original languageEnglish
Pages (from-to)54-71
Number of pages18
JournalInternational Journal of Mentoring and Coaching in Education
Volume7
Issue number1
Early online date25 Dec 2017
DOIs
Publication statusPublished - 2018

Fingerprint

mentoring
student teacher
teacher
experience
learning
school
learning culture
education
critical theory
reflexivity
tutor
habits
classroom
reform
university
methodology
resources

Keywords

  • mentoring
  • teachers
  • student teachers
  • critical constructivism
  • initial teacher education

Cite this

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title = "Understanding the nature of mentoring experiences between teachers and student teachers",
abstract = "PurposeMentoring is widely recognised as an effective strategy for supporting the professional learning of teachers and student teachers across different educational contexts. Yet, its effectiveness in initial teacher education may be more widely conceived to take account of mentoring as a cultural practice, contributing to a change of professional learning habits and relationshipstowards collegiate and collaborative reflexivity. In this study, we explored the nature of mentoring experiences between teachers and student teachers, how these are embedded within the established professional learning culture of the school and the opportunities for mentoring to affect professional learning.Design/Methodology/ApproachSet within the context of a teacher education reform project in Scotland, involving student teachers, mentors and university tutors, the study adopted a critical constructivist theory stance to explore mentoring relationships. A sequential mixed methods approach informed the collection and analysis of data.FindingsQuantitative data point to a diversity of experiences of mentoring amongst teachers and student teachers. Qualitative data provide a nuanced account of participants’ views of their mentoring experiences, pointing to opportunities for revisiting assumptions about learning in the classroom as well as questioning established professional learning patterns.Practical ImplicationsWe conclude that mentoring relationships cannot be disentangled from a critical interrogation of the modes of relationships and values supporting professional learning in initial teacher education. Practical implications centre upon preparation and resources to develop mentoring as a tool for learning, embedded within the professional culture of the school.Originality/ValueThe study reframes the concept of mentoring as a practice that does not simply reinforce professional expectations but seeks to redefine teacher professional learning, pedagogy and social relationships in school contexts.",
keywords = "mentoring, teachers, student teachers, critical constructivism, initial teacher education",
author = "Semiyu Aderibigbe and Gray, {Donald S.} and Laura Colucci-Gray",
year = "2018",
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pages = "54--71",
journal = "International Journal of Mentoring and Coaching in Education",
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N2 - PurposeMentoring is widely recognised as an effective strategy for supporting the professional learning of teachers and student teachers across different educational contexts. Yet, its effectiveness in initial teacher education may be more widely conceived to take account of mentoring as a cultural practice, contributing to a change of professional learning habits and relationshipstowards collegiate and collaborative reflexivity. In this study, we explored the nature of mentoring experiences between teachers and student teachers, how these are embedded within the established professional learning culture of the school and the opportunities for mentoring to affect professional learning.Design/Methodology/ApproachSet within the context of a teacher education reform project in Scotland, involving student teachers, mentors and university tutors, the study adopted a critical constructivist theory stance to explore mentoring relationships. A sequential mixed methods approach informed the collection and analysis of data.FindingsQuantitative data point to a diversity of experiences of mentoring amongst teachers and student teachers. Qualitative data provide a nuanced account of participants’ views of their mentoring experiences, pointing to opportunities for revisiting assumptions about learning in the classroom as well as questioning established professional learning patterns.Practical ImplicationsWe conclude that mentoring relationships cannot be disentangled from a critical interrogation of the modes of relationships and values supporting professional learning in initial teacher education. Practical implications centre upon preparation and resources to develop mentoring as a tool for learning, embedded within the professional culture of the school.Originality/ValueThe study reframes the concept of mentoring as a practice that does not simply reinforce professional expectations but seeks to redefine teacher professional learning, pedagogy and social relationships in school contexts.

AB - PurposeMentoring is widely recognised as an effective strategy for supporting the professional learning of teachers and student teachers across different educational contexts. Yet, its effectiveness in initial teacher education may be more widely conceived to take account of mentoring as a cultural practice, contributing to a change of professional learning habits and relationshipstowards collegiate and collaborative reflexivity. In this study, we explored the nature of mentoring experiences between teachers and student teachers, how these are embedded within the established professional learning culture of the school and the opportunities for mentoring to affect professional learning.Design/Methodology/ApproachSet within the context of a teacher education reform project in Scotland, involving student teachers, mentors and university tutors, the study adopted a critical constructivist theory stance to explore mentoring relationships. A sequential mixed methods approach informed the collection and analysis of data.FindingsQuantitative data point to a diversity of experiences of mentoring amongst teachers and student teachers. Qualitative data provide a nuanced account of participants’ views of their mentoring experiences, pointing to opportunities for revisiting assumptions about learning in the classroom as well as questioning established professional learning patterns.Practical ImplicationsWe conclude that mentoring relationships cannot be disentangled from a critical interrogation of the modes of relationships and values supporting professional learning in initial teacher education. Practical implications centre upon preparation and resources to develop mentoring as a tool for learning, embedded within the professional culture of the school.Originality/ValueThe study reframes the concept of mentoring as a practice that does not simply reinforce professional expectations but seeks to redefine teacher professional learning, pedagogy and social relationships in school contexts.

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