Beginning Teachers Improve With Attentive and Targeted Mentoring

Stanulis, Randi Nevins; Bell, Julie

doi:10.1080/00228958.2017.1299543

Cited by 20 publications

(20 citation statements)

References 7 publications

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“…A teacher’s conception of mentoring influences her mentoring practice and, thus, opportunities for learning (Feiman-Nemser, 2001b; Franke & Dahlgren, 1996). When teachers take an educative stance, they provide growth opportunities for their student teachers and themselves—opportunities that are not inherent in traditional conceptions of mentoring as cooperation (Bradbury, 2010; Feiman-Nemser, 2001a, 2001b; Stanulis & Bell, 2017). Indeed, over the course of our study, teachers shifted their thinking and came to view their role as that of an educative mentor.…”

Section: Discussionmentioning

confidence: 99%

“…In prior research, mentor study groups (MSGs) were created as a site for talk and reflection over time with induction year mentors (Stanulis & Bell, 2017; Stanulis & Brondyk, 2013; Stanulis, Brondyk, Little, & Wibbens, 2014; Stanulis & Floden, 2009; Stanulis, Little, & Wibbens, 2012; Stanulis & Russell, 2000). MSGs provided researchers with access to the thinking of teachers who were involved in a process of change in mentor practice.…”

Section: Context Of Studymentioning

confidence: 99%

“…Feiman-Nemser (1998, 2001a) coined the term “educative mentor” to describe one who takes the stance of a colearner while creating growth-producing experiences for a student teacher. Such mentoring includes regular and critical conversations with an eye toward inquiry, introspection, and continued improvement (Feiman-Nemser, 1998, 2001a; Feiman-Nemser & Beasley, 1997; Stanulis & Bell, 2017). Educative mentors not only use traditional mentoring practices that allow student teachers to practice the what of teaching, but they also help student teachers understand the why and how of teaching.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

“…An observation and debrief become educative when mentors use evidence to analyze pupil learning while also helping the student teacher learn from her teaching and plan future instruction (Flores, Hernández, García, & Claeys, 2011; Norman & Feiman-Nemser, 2005). Educative observing and debriefing necessitate a focus on issues of instructional significance, such as examining formative assessment strategies or types of questions the student teacher asked of different learners (Stanulis & Bell, 2017). Such a focus allows feedback to be more purposeful, providing an opportunity for further development in a specific area of teaching (Hudson, 2016).…”

Section: Three Practices Common To Mentoringmentioning

confidence: 99%

See 3 more Smart Citations

Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes

Stanulis

Wexler

Pylman

et al. 2018

Journal of Teacher Education

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Context Of Studymentioning

confidence: 99%

Section: Theoretical Considerationsmentioning

confidence: 99%

Section: Three Practices Common To Mentoringmentioning

confidence: 99%

See 2 more Smart Citations

Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes

Stanulis

Wexler

Pylman

et al. 2018

Journal of Teacher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Educative mentoring, on the other hand, is about growing as a teacher in general (rather than as an employee at a particular school). Moreover, it should be driven by the beginning teacher's voice, rather than pre-determined by a mentoring curriculum (Stanulis and Bell, 2017). Whereas various induction programs employ other types of mentoring (e.g.…”

Section: Educative Mentoringmentioning

confidence: 99%

Empowerment through induction: supporting the well-being of beginning teachers

Wilcoxen

Bell

Steiner

2019

IJMCE

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Purpose The purpose of this paper is to explore ways teachers undergoing induction via the Career Advancement and Development of Recruits and Experienced (CADRE) Teachers Project felt empowered and supported in their well-being through mentoring and coaching. Design/methodology/approach Surveys about CADRE Project impact were e-mailed to 675 current and former participants. Out of 438 surveys returned, researchers used homogeneous sampling to identify 341 teacher respondents. Researchers used qualitative thematic analysis to determine ways teachers felt supported. Findings Coaching and mentoring supported CADRE Project participants’ well-being through empowerment (theme). Sub-themes included: growth, collaboration, networking, improvement and resources. Research limitations/implications Possibilities for future research include exploring the role of mentors/coaches, tracking teachers’ leadership roles and investigating the link between induction and teacher retention in more detail. Practical implications Opportunities for growth and collaboration are cornerstones of first-year teacher support. These support systems can lead to a sense of belonging, develop a mindset for continuous improvement and create long-term networking opportunities. The support teachers need to empower them and maintain their well-being changes with each first-year teacher phase. Originality/value Few studies exist on induction programs with the longevity of the CADRE Project. The high survey response rate with overwhelmingly positive responses suggests that CADRE is unique in its support of beginning teachers’ well-being through the first-year teacher phases, specifically due to the combination of mentoring and coaching beginning teachers receive.

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Classroom Interaction Challenges as Triggers for Improving Early Career Teachers’ Pedagogical Understanding and Competencies Through Mentoring Dialogues

Toom

Husu

2021

Teacher Induction and Mentoring

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Beginning Teachers Improve With Attentive and Targeted Mentoring

Cited by 20 publications

References 7 publications

Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes

Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes

Empowerment through induction: supporting the well-being of beginning teachers

Classroom Interaction Challenges as Triggers for Improving Early Career Teachers’ Pedagogical Understanding and Competencies Through Mentoring Dialogues

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