‘I would be a completely different teacher if I had been with a different mentor’: Ways in which educative mentoring matters as novices learn to teach

Wexler, Lindsay Joseph

doi:10.1080/19415257.2019.1573375

Cited by 34 publications

(29 citation statements)

References 39 publications

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“…They absented themselves from schools, giving the whole teaching load to the trainee teacher. It was also confirmed that their negative attitude was a result of lack of necessary mentorship skills (Wexler 2020). However, the information given by the three theoretical frameworks spell out how the mentors should perform their career development and psycho-social support roles (Vinales 2015).…”

Section: Discussionmentioning

confidence: 75%

Untitled

2021

JSS

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Facilitation of career development and provision of psychosocial support to trainee teachers during teaching practice can be a challenge. The interpretive paradigm and the qualitative approach and case study research design were employed in this study. Purposive sampling was used to select 27 participants which included 6 mentors, 15 trainee teachers and 5 college lecturers. Data were obtained through face to face interviews, focus group discussions and document analysis. The study revealed that mentors performed both career development and psychosocial support roles during teaching practice. It emerged that there was lack of qualified school mentors resulting in inadequate provision of career development and psychosocial support. The participants indicated that, mentors and trainee teachers encountered various challenges which hindered the effectiveness of the mentorship programme including financial constraints. The study also recommended a mentorship policy that fuses global and national trends and considering alternative mentorship models from secondary teacher-training colleges in Zimbabwe.

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Section: Discussionmentioning

confidence: 75%

Untitled

2021

JSS

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“…In student teacher education, or better stated, in educating pre-service teachers-on which this article focuses-mentoring is definitely a very important success factor. It is an essential component in improving pre-service teachers' competence to deal with academic and social issues that they may need to face during their initial college education, as well as to improve their competence in teaching (Matsko et al, 2020;Orland-Barak & Wang, 2020;Richards, 2008;Wexler, 2019). Mentoring can also have a very influential impact to vocational discernment (Campbell et al, 2012;Wexler, 2019), which is very much related to the effectiveness of the curriculum of a pre-service teacher educational institution.…”

Section: Mentoring: Definitions Characteristics and Valuementioning

confidence: 99%

“…It is an essential component in improving pre-service teachers' competence to deal with academic and social issues that they may need to face during their initial college education, as well as to improve their competence in teaching (Matsko et al, 2020;Orland-Barak & Wang, 2020;Richards, 2008;Wexler, 2019). Mentoring can also have a very influential impact to vocational discernment (Campbell et al, 2012;Wexler, 2019), which is very much related to the effectiveness of the curriculum of a pre-service teacher educational institution. In fact, mentoring should be integrated into our approach to teaching and professionalism (Fullan et al, 2010) because mentoring relationships between mentor teachers and student teachers are highly capable of transforming all the teachers involved (Izadinia, 2015).…”

Section: Mentoring: Definitions Characteristics and Valuementioning

confidence: 99%

“…Therefore, it is inferred that mentoring is structurally implemented only for and during a certain period of time. This preliminary study is inspired by the awareness of the potential multidimensional impact of mentoring for both the mentor and students if mentoring is implemented in such a way on more or less permanent basis (Izadinia, 2015;Kuswandono, 2017;Nora & Crisp, 2007;Richards, 2008;Wexler, 2019). This study argues that individual student mentoring in a pre-service teacher education by a mentor teacher can have impact for both involved parties' teaching professionalism.…”

Section: Mentoring In Realitymentioning

confidence: 99%

“…For an English pre-service teacher education department-such as the one where this study is conducted-the findings can be used to review the present policy and process of mentoring and direct the future strategic policy of using it for teacher professionalism and comprehensive pre-service teacher education by making mentoring an integral part of curriculum and campus-based program (Fullan et al, 2010;Mee-Lee & Bush, 2003;Richards, 2008). As far as the pre-service teachers are concerned, it is hoped that the experience of having individual mentoring with a mentor teacher will in turn empower the mentees to become able teachers in their profession (Fullan et al, 2010;Mena et al, 2015;Orland-Barak & Wang, 2020;Wexler, 2019).…”

Section: Mentoring In Realitymentioning

confidence: 99%

See 2 more Smart Citations

The Impact of Individual Student Mentoring for Teacher Professionalism in English Preservice Teacher Education

Wati

2020

SAGA

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Mentoring in preservice education is a key success factor, because not only can it transform the preservice teacher as the mentee, but also develop the mentor teacher professionally. This prelimenary study to find the impact of individual student mentoring was inspired by the awareness of its potential multidimentional impact for teacher professionalism. Two research questions guided this study. The first question is to find out the impact of this individual student mentoring from the student mentee’s point of view in terms of four dimensions, namely: psychological or emotional support, support for setting goals and choosing a career path, academic subject knowledge support, and a role model. The second research question explores how this kind of mentoring developed the mentor teacher professionally. Data were collected from the students in the form of questionaire and written reflection, and from the mentor teacher in the form of written reflection. Data were analyzed separately to attend to each reseach question. The findings show that the preservice students experienced the four dimensions in their individual mentoring, while the mentor teacher developed herself professionally in 3 areas, which were interactional skills, self-awareness, and attitude. The implication of the findings is discussed at the end.

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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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‘I would be a completely different teacher if I had been with a different mentor’: Ways in which educative mentoring matters as novices learn to teach

Cited by 34 publications

References 39 publications

Untitled

Untitled

The Impact of Individual Student Mentoring for Teacher Professionalism in English Preservice Teacher Education

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

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