Emotional intelligence and mentoring in pre‐service teacher education: a literature review

Hawkey, Kate

doi:10.1080/13611260500493485

Cited by 72 publications

(50 citation statements)

References 20 publications

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“…Επειδή οι εκπαιδευτικοί αντιμετωπίζουν καθημερινά διαφορετικές προκλήσεις στο περιβάλλον εργασίας τους (φόρτος εργασίας, μαθητές που δημιουργούν προβλήματα, απαιτήσεις από τους διευθυντές, προσδοκίες από τους γονείς), βιώνουν έντονες συναισθηματικές αλληλεπιδράσεις και αντιμετωπίζουν ένα μεγαλύτερο αριθμό από συναισθηματικές πιέσεις, σε σύγκριση με τους περισσότερους άλλους επαγγελματίες (Brotheridge & Grandey, 2002). Ως εκ τούτου, η κατάρτιση των εκπαιδευτικών πρέπει να λάβει σοβαρά υπόψη τις συναισθηματικές δεξιότητες στην εκπαιδευτική διαδικασία (Hawkey, 2006).…”

Section: εισαγωγήunclassified

Συναισθηματική Νοημοσύνη Εκπαιδευτικών: Ο Ρόλος Της Στο Συναίσθημα Και Στην Κινητοποίηση Στην Εργασία Τους

Βάσιου

2018

JRET

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Section: εισαγωγήunclassified

Συναισθηματική Νοημοσύνη Εκπαιδευτικών: Ο Ρόλος Της Στο Συναίσθημα Και Στην Κινητοποίηση Στην Εργασία Τους

Βάσιου

2018

JRET

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“…The intensification of teachers' work in response to national policy agendas can militate against the creation of 'intermediate spaces' where student teachers are encouraged to experiment and reflect on the role of a teacher. The impact of policy agendas on schools' everyday work is particularly significant in the English context as the quality of the relationship between the student teacher and the mentor is a key aspect of a successful practicum experience (Hawkey, 2006).…”

Section: Spaces In Teacher Preparation Programmesmentioning

confidence: 99%

Promoting collaborative practice and reciprocity in initial teacher education: realising a ‘dialogic space’ through video capture analysis

Youens¹,

Smethem²,

Sullivan³

2014

Journal of Education for Teaching

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“…This latter model focuses on the relational aspect of mentoring and the opportunities for personal, social and AN EMERGING FRAMEWORK FOR PRODUCTIVE MENTORING 7 emotional development. Hawkey (2006) has extensively reviewed the emotional aspects of mentoring across a range of literature.…”

Section: An Emerging Framework For Productive Mentoringmentioning

confidence: 99%

Critical Thinking, Caring and Professional Agency: An Emerging Framework for Productive Mentoring

Simmie

Moles

2011

Mentoring & Tutoring: Partnership in Learning

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In this paper, we report on a mentoring programme which provides an accreditation pathway to a master's level qualification. The paper serves three purposes. First, informed by selected literature on education we caution against expedient reductionist models that are based solely on novice-expert mentoring relationships with limited facility for critical inquiry. Second, we present an evolving theoretical framework for productive mentoring based on our critique of a preferred academic literature and interactions with mentor teachers, school principals and teacher educators. We proactively encourage an awareness of societal norms and traditions that can appear as counterculture to critical thinking. Lastly, we consider some implications for productive mentoring as an academic, caring and professional practice within a continuum of teacher education.Keywords: expedient reductionist models, critical thinking, caring and professional agency, productive mentoring, four principles, contextually responsive.Critical thinking, caring and professional agency:An emerging framework for productive mentoringIn this paper we adopt three different and complementary lenses through which to consider mentoring as an academic and professional practice: the international literature, our own reflective and reflexive dialogue and observations from mentor teachers' efforts to interrogate AN EMERGING FRAMEWORK FOR PRODUCTIVE MENTORING 3 their own professional practices. We contend that when inquiry-driven models of mentoring, encompassing critical thinking, caring and professional agency are contextually responsive, they can be successful in providing meaningful teacher education and professional learning. We present a framework for mentoring, productive mentoring, that is based on four principles, uses an evidence-informed lens, and addresses a multiplicity of mentoring relationships of learning.We caution against expedient reductionist models of mentoring that are based solely on rigid novice-expert relationships with limited facility for critical co-inquiry or sustained networks for professional knowledge generation. During the last four years we have advanced dialogue within the context of a challenging school culture and an awareness of societal norms and traditions that can run counterculture to critical thinking and professional agency. We have regularly and consistently shared, between ourselves and with our students, our own reflective and reflexive positions with regard to teaching, mentoring and education. We have observed the struggles of our motivated mentor teachers as they seek to interrogate their professional practices and the cultural constraints they face in trying to become scholarly and professional mentor teachers.Hargreaves (2003) believes that if the education community accepts teachers working within small budgets and conforming to externally imposed standards, teachers will become "the drones and clones of policymakers' anaemic ambitions'' (p. 2). He advocates an alternative scenario in which "highly sk...

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Emotional intelligence and mentoring in pre‐service teacher education: a literature review

Cited by 72 publications

References 20 publications

Συναισθηματική Νοημοσύνη Εκπαιδευτικών: Ο Ρόλος Της Στο Συναίσθημα Και Στην Κινητοποίηση Στην Εργασία Τους

Συναισθηματική Νοημοσύνη Εκπαιδευτικών: Ο Ρόλος Της Στο Συναίσθημα Και Στην Κινητοποίηση Στην Εργασία Τους

Promoting collaborative practice and reciprocity in initial teacher education: realising a ‘dialogic space’ through video capture analysis

Critical Thinking, Caring and Professional Agency: An Emerging Framework for Productive Mentoring

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