Are You Ready to be a Mentor? Preparing Teachers for Mentoring Pre-service Teachers

Ambrosetti, Angelina

doi:10.14221/ajte.2014v39n6.2

Cited by 108 publications

(111 citation statements)

References 32 publications

(49 reference statements)

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“…Common literatures on mentoring generally understand that the role of mentoring is associated to a mentor teacher's efforts to provide guidance, advice, and encouragement to an inexperienced mentee (novice teacher) in their induction process to appreciate the culture of teaching profession within school contexts (Ambrosetti, 2014;Leshem, 2012;Richter et al, 2013). This guidance is not exclusive to merely support pre-service teachers in their practicum but also to constructively reshape their beliefs to develop their potentials as teachers (Ambrosetti, 2014;Leshem, 2012;Richter et al, 2013).…”

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confidence: 99%

“…This guidance is not exclusive to merely support pre-service teachers in their practicum but also to constructively reshape their beliefs to develop their potentials as teachers (Ambrosetti, 2014;Leshem, 2012;Richter et al, 2013). The mentors' supports are expected to empower the teacher identity of the pre-service teachers by facilitating them in building up and critically challenging their own beliefs and assumption about teaching (Leshem, 2012).…”

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“…For example, the supervisory roles from mentor teachers are claimed to have helped preservice teachers improve the connection between personal and professional competencies of teaching (Crasborn, Hennissen, Brouwer, Korthagen, & Bergen, 2011) which is fundamental for pre-service teachers to develop their professional identity (Ambrosetti, 2014). The mentor's help is critical as pre-service teachers often have to cope with their emotional tensions in schools (Patrick, 2013).…”

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“…Patrick, 2013). Thus, to balance the hierarchical view of the mentor and mentee's "supervisory" relationship, the mentor's positive self-attitude should be prioritised and should be evident and pervasive in guiding the pre-service teachers' practicum (Ambrosetti, 2014) because it will also bring about positive trajectories of their professional identity. In contrast, the term 'mentor' denotes more trusting relationship as it is characterised by "such interpersonal functions as supporting, advising, empathizing" (Ambrosetti & Dekkers, 2010, p. 44) which is now more widely used to replace the term 'supervisor'.…”

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Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

Kuswandono

2017

Indonesian J. Appl. Linguist

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Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers' voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants' school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers' beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.

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Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

Kuswandono

2017

Indonesian J. Appl. Linguist

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“…In order to overcome this obstacle, colleges should choose field practice schools in which teachers are experienced in ICT-based innovative teaching. The training of school mentor teachers towards meaningful mentoring can also lead towards a positive impact (Ambrosetti, 2014).…”

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confidence: 99%

The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training

Goldstein

Tessler

2017

IJELL

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Aim/PurposeThis study examines the impact of the Israeli National Program on pre-service teachers' skills in the integration of ICT in teaching and discusses the influential factors of successful implementation of practices in the field. BackgroundIn the current Information Age, many countries relate to education as an important factor for national growth. Teacher education plays a significant role in coping with the challenge of educating a new generation of school students to compete in a technology-driven society. In 2011, the Israel Ministry of Education initiated the National Program for transforming teacher education colleges to meet the demands of the 21st century. MethodologyThe study focuses on two research questions: (1) What was the impact of the National Program on pre-service teacher training concerning the integration of ICT in their teaching? (2) What are the predictors of the pre-service teachers' practice of ICT integration in teaching? It is a quantitative study, based on data collected in two rounds two years apart that compares several indices of preservice teachers' preparation to teach with ICT. ContributionThe findings offer insights regarding influential factors of successful integration of ICT in education.The Impact of the National Program 152 Findings Analyses showed a significant increase in most of the indices of teacher training according to the National Program, in particular in the number of ICT-based lessons that pre-service teachers taught in their teaching practice at schools. Predictors of ICT integration in teaching were modeling by faculty members and school mentor teachers, the number of ICT-based lessons taught by preservice teachers, and pre-requisite conditions at schools and colleges. Recommendations for PractitionersThe current challenge is to promote innovative ICT-based teaching methods among teacher educators, school teacher mentors, and pre-service teachers. Recommendation for ResearchersThe findings underscore the importance of modelling by the school mentors as well as pre-requisite conditions at schools. Impact on Society Being acquainted with the most influential factors of successful integration of ICT in teaching by pre-service teachers can improve teacher education as well as the education system in educating future generations. Future ResearchMore research is needed to learn about the dissemination of innovative models of ICT integration in teaching by pre-service teachers and their educators.

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The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role

Curtis,

Nguyen,

Larsen

et al. 2024

British Educational Res J

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Early career teacher (ECT) mentoring has never been so important with escalating levels of attrition reported in numerous countries, including Australia, the US and the UK. However, inconsistent understanding of what a mentor can or should do continues to compromise the ways in which early career teachers experience this support. While previous research has reported on mentors’ differing perspectives on their role, we take a unique approach to this issue. In this paper, we explore the ways in which both mentors and ECTs understand the mentor role. We argue that where mentor and ECT understandings are in tension, the productive outcomes of mentoring for both the mentor and ECT are undermined. Drawing on Positioning Theory we report findings from the thematic analysis of 31 online interviews with 16 mentors and 15 ECTs in Australia. We found that while ECTs and mentors hold some common positionings, some significant differences were noted. These findings highlight the need to extend opportunities to learn about the mentoring role to include ECTs.

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Are You Ready to be a Mentor? Preparing Teachers for Mentoring Pre-service Teachers

Cited by 108 publications

References 32 publications

Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training

The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role

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