Educative mentoring: Promoting reform‐based science teaching through mentoring relationships

Bradbury, Leslie

doi:10.1002/sce.20393

Cited by 84 publications

(106 citation statements)

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“…45 Another difficulty is that while research (e.g. Smith and Ingersoll 2004;Bradbury 2010) suggests that beginning teachers gain most from being mentored by subject specialists, this is not always possible, especially in shortage subjects, such as physics, where some secondary schools find it difficult to recruit such specialists (Moor et al 2006;Hillier, de Winter, and Twidle 2013). 50 Despite the plethora of research studies dealing with school-based mentoring (Wang and Odell 2002;Hobson et al 2009;Rajuan, Beijaard, and Verloop 2010;Postlethwaite and Haggarty 2012), little has been written about the less common support for teachers provided by external mentors.…”

Section: Contextmentioning

confidence: 99%

“…45 Another difficulty is that while research (e.g. Smith and Ingersoll 2004;Bradbury 2010) suggests that beginning teachers gain most from being mentored by subject specialists, this is not always possible, especially in shortage subjects, such as physics, where some secondary schools find it difficult to recruit such specialists (Moor et al 2006;Hillier, de Winter, and Twidle 2013 Postlethwaite and Haggarty 2012), little has been written about the less common support for teachers provided by external mentors. In this paper, we explore specific outcomes associated with beginning teachers' experience of being mentored by 5 expert subject-specialist educators who are external to and independent of their school and who (unlike school-based mentors) play no role in assessing them against a set of prescribed professional 'Standards' as they work to become members of the teaching profession and of a community of specialist science educators.…”

mentioning

confidence: 99%

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Supporting beginner teacher identity development: external mentors and the third space

McIntyre

Hobson

2015

Research Papers in Education

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This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors show how external mentors (experienced, subject specialist teachers who were not based in the same schools as the teachers they were supporting) facilitated opportunities for mentees to negotiate and shape their professional identities, and made valuable contributions to three distinct and important aspects of beginning teachers' identity development. The paper argues that non-judgemental support from external mentors enhances beginner teachers' professional learning and identity development through the creation of a discursive 'third' space in which mentees are able to openly discuss professional learning and development needs, discuss alternatives to performative norms and take risks in classrooms. Opportunities for beginner teachers to engage in such activities are often restricted in and by the current climate of schooling and teacher education within England.Keywords: beginning teachers; external mentoring; teacher identity; teaching physics; third space Introduction This paper is based upon an analysis and theorisation of a subset of data generated for an original study of external mentor support for teachers in England (Hobson et al. 2012). We use the term 'external mentor' to refer to an experienced teacher who has the same subject specialism but is not employed in the same school as the teacher they are supporting. The interaction between external mentor and mentee may take place within and/or outside of the mentee's school, and may be face-toface and/or remote. The data analysed relate to mentoring support on two programmes. First, a pilot programme of regional mentoring for participants undertaking the Physics Enhancement Programme, a subject knowledge enhancement (SKE) programme for non-specialist beginning teachers of secondary physics (Shepherd 2008 'how teachers define themselves to themselves and to others ' (Lasky 2005, 901). In particular, we show how working with a subject specialist educator operating in a purely supportive role can enable beginning teachers of physics to overcome challenges associated with three important features of identity development. In so doing, we suggest that 'third space' (Bhabha 1990) provides a valuable theoretical lens to 10 understand how external mentors facilitated the emergence of new dialogic spaces, within which the beginner teachers were enabled to better understand and negotiate their professional identities. Understanding how pre-service and early career teachers shape and can be helped to develop their professional identities is an important consideration to all who work with them, not least because of the interplay between tea-15 cher identity and teacher resilience, teacher well-being and teacher effective...

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Section: Contextmentioning

confidence: 99%

“…45 Another difficulty is that while research (e.g. Smith and Ingersoll 2004;Bradbury 2010) suggests that beginning teachers gain most from being mentored by subject specialists, this is not always possible, especially in shortage subjects, such as physics, where some secondary schools find it difficult to recruit such specialists (Moor et al 2006;Hillier, de Winter, and Twidle 2013 Postlethwaite and Haggarty 2012), little has been written about the less common support for teachers provided by external mentors. In this paper, we explore specific outcomes associated with beginning teachers' experience of being mentored by 5 expert subject-specialist educators who are external to and independent of their school and who (unlike school-based mentors) play no role in assessing them against a set of prescribed professional 'Standards' as they work to become members of the teaching profession and of a community of specialist science educators.…”

mentioning

confidence: 99%

Supporting beginner teacher identity development: external mentors and the third space

McIntyre

Hobson

2015

Research Papers in Education

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“…nous espérions ainsi provoquer une dissonance cognitive chez les participants, tout en leur présentant d'autres approches qui étaient faciles à comprendre, plausibles et utiles dans leur classe respective (Pajares, 1992). au cours de la deuxième année du programme, nous avons ajouté un mentor, une éducatrice expérimentée et très respectée, qui a modelé des leçons dans les salles de classe des participants, qui a planifié des leçons en collaboration avec eux et les a ensuite observés pour enfin leur donner de la rétroaction, tout en les encourageant à réfléchir sur leur pratique (Bradbury, 2010;feiman-nemser, 2001;Garet et al, 2001;loucks-horsley et al, 2010). comme feiman-nemser l'indique, les mentors fournissent un service inestimable en «renforçant les idées théoriques en contexte» (feiman-nemser, 2001, p. 24; nous traduisons).…”

Section: Apprentissage Actifunclassified

Une formation continue en littératie destinée aux enseignants en sciences de la nature oeuvrant en situation minoritaire : que disent les divers acteurs?

Rivard

Gueye

2015

cfco

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Une formation continue en littératie destinée aux enseignants en sciences de la nature oeuvrant en situation minoritaire : que disent les divers acteurs? Citer cet article Rivard, L. & Gueye, N. (2015). Une formation continue en littératie destinée aux enseignants en sciences de la nature oeuvrant en situation minoritaire : que disent les divers acteurs?. Cahiers franco-canadiens de l 'Ouest, 27(1), 57-103. doi:10.7202/1031242ar Résumé de l'article Le projet de «littératie en salle de classe de sciences de la nature» était un programme de perfectionnement professionnel de trois ans destiné aux enseignants francophones du secondaire qui travaillent en milieu minoritaire. Cette formation continue privilégiait les liens entre la langue et les sciences et voulait sensibiliser ces enseignants quant à l'importance de tenir compte de la langue dans leur enseignement. Notre but était de leur montrer comment utiliser une panoplie de stratégies efficaces afin qu'ils puissent transformer leur pratique en salle de classe pour faire lire, écrire et parler les élèves dans l'apprentissage des sciences. Notre objectif de recherche était de déterminer comment les croyances et les pratiques des enseignants ont changé au fil du temps et comment ces dernières ont été mises en oeuvre dans différentes classes. Nous voulions également cerner les défis et les éléments facilitateurs à la mise en oeuvre de ces stratégies et pratiques en littératie dans la classe, à l'école et à la division scolaire. Seules les entrevues auprès des enseignants, des élèves, des directions d'école ainsi que d'autres acteurs en éducation impliqués dans le projet ont fait l'objet d'une analyse dans le présent article. L'analyse des entrevues auprès des enseignants a révélé que les changements par rapport à leurs croyances et à leurs pratiques étaient progressifs et directement corrélés avec le taux de participation aux séances de formation. Une formation continue en littératie destinée aux enseignants en sciences de la nature oeuvrant en situation minoritaire: que disent les divers acteurs?léonard P. rivard et ndeye r. GueYe université de saint-Boniface RÉSUMÉ le projet de «littératie en salle de classe de sciences de la nature» était un programme de perfectionnement professionnel de trois ans destiné aux enseignants francophones du secondaire qui travaillent en milieu minoritaire. cette formation continue privilégiait les liens entre la langue et les sciences et voulait sensibiliser ces enseignants quant à l'importance de tenir compte de la langue dans leur enseignement. notre but était de leur montrer comment utiliser une panoplie de stratégies efficaces afin qu'ils puissent transformer leur pratique en salle de classe pour faire lire, écrire et parler les élèves dans l'apprentissage des sciences. notre objectif de recherche était de déterminer comment les croyances et les pratiques des enseignants ont changé au fil du temps et comment ces dernières ont été mises en oeuvre dans différentes classes. nous voulions également cerner les défis et les élément...

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“…Teacher mentoring is an important issue in much recent research in the context of general teacher education (Bradbury, 2010;Orland-Barak, 2010;Siry, 2011;Wang & Odell, 2007). A number of early research studies on teacher mentoring clearly show that a mentor can play an important role in the development of a pre-service teacher's teaching expertise during a field-based practicum experience (Guyton & McIntyre, 1990).…”

Section: Teacher Mentoringmentioning

confidence: 99%

Introducing Co-Teaching and Co-Generative Dialogues in a Pre-Service Teaching Practicum: Stepping in and Remaining Contradictions

Arshavskaya¹

2014

WJEL

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This article reports on collaborative teaching practices and co-generative dialogues incorporated into a Master of Arts (MA) in Teaching English as a Second Language (TESL) practicum at a large northeastern U.S. university with a focus on uncovering the processes associated with learning-to-teach. The paper describes the contents of the existing pre-service teaching practicum as well as the supplementary activities that were introduced. The article presents two main findings: (1) Co-teaching opportunities provided critical support to the pre-service teachers as they began teaching, and (2) Although the co-generative dialogues were set up to mediate a reflexive dialogue around the nature of teaching, we found that the pre-service teachers retained some teaching beliefs that were in conflict with those of the mentors even at the end of the practicum. Despite the extended opportunities to discuss their respective teaching beliefs, the mentors were not prepared to deal with the pre-service teachers' unresolved concerns, which bears important implications for how to prepare mentors to work with novices in the context of an MA TESL practicum.

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Educative mentoring: Promoting reform‐based science teaching through mentoring relationships

Abstract: ABSTRACT:Educative mentoring is an idea developed by Feiman-Nemser

Cited by 84 publications

References 72 publications

Supporting beginner teacher identity development: external mentors and the third space

Supporting beginner teacher identity development: external mentors and the third space

Une formation continue en littératie destinée aux enseignants en sciences de la nature oeuvrant en situation minoritaire : que disent les divers acteurs?

Introducing Co-Teaching and Co-Generative Dialogues in a Pre-Service Teaching Practicum: Stepping in and Remaining Contradictions

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