Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts

Strengthening music provision in early childhood education: a collaborative self-development approach to music mentoring for generalist teachers

“…Research has demonstrated that mentoring approaches that include collaborative inquiry and critical reflection are beneficial (Richter et al 2013). The importance of a constructive mentor-mentee relationship has been documented (Haggard et al 2011;Langdon et al 2016) and was in evidence here, as seen in comments concerning practical approaches to mentoring, a shared passion for music and teaching, and praise for achievements. Enhanced mentees' confidence to teach music enabled them to share their new knowledge with colleagues.…”

“…The most immediate focus of mentoring for both mentors and mentees was on enhancing children's learning as previously flagged by research (Langdon et al 2016). The findings highlight the positive impact of mentoring on music learning outcomes for children and other academic outcomes (Barrett et al 2018;Martinez 2004;Saunders et al 2014).…”

“…Supervision approaches are employed in teacher education where student teachers work with experienced professionals during practica and internship experiences. In mentoring as support, newly qualified teachers are helped by more experienced teachers to develop their professional practice (Langdon et al 2016). Positive factors in mentoring as a supportive professional development approach include the mentor not being in a power relationship with the mentee, and the approach facilitating acquisition of relevant skills in-situ, leading to situated learning (Kemmis et al 2014;Lave and Wegner 1991).…”

“…The literature suggests that the capacity for empathy, collegiality, sharing of information, and positive relationships characterises the work of an effective mentor (Ehrich et al, 2004;Langdon et al, 2016). These qualities were evident in the responses of mentors, mentees and principals when asked what makes a good mentor:…”

“…Findings identify that mentors' passion for music, their expert knowledge and skills, and their mission to transform generalist classroom teachers' attitudes towards music were key qualities in their professional work. The capacity to observe and analyse mentee's music practice and provide targeted feedback in a nurturing and affirming manner (Smith, 2005) was also identified as a key quality in these music mentors' work, as were exemplary organization, empathy, collegiality, sharing of information and positive relationships (Ehrich et al, 2004;Langdon et al, 2016).…”