Mentoring Preservice Teachers in the Preschool Setting: Perceptions of the role

Abstract

The success of professional experience for preschool preservice teacher learning is valued and based very much on the relationship developed between all stakeholders. What motivates the preschool-based teachers and how they see their role in this relationship is integral to achieving effective outcomes for both themselves and the preservice teachers. Recent data collected from preschool teachers has identified their perceptions of what participating in the preservice relationship adds to their personal and professional self-concept. Findings from this data provide an insight and a challenge for those designing and implementing early childhood teacher education programs, indicating the need to give greater emphasis to understanding the personal and professional motivation of the mentoring teachers when establishing and maintaining these programs. They too are key learners in an effective relationship of professional growth.

Improving partnerships between schools and universities: professional learning with benefits beyond preservice teacher education

“…Teachers who are considered experienced in the classroom, and have chosen not to participate in the program, did not necessarily see themselves as having the required expertise to mentor a preservice teacher. Comments from Walkington's (2005) research demonstrate the perceptions.…”

“…Australian research focused on the benefits and risks of mentoring a preservice teacher has revealed practical insights into what influences teachers' decisions to participate (Sinclair et al, 2005;Walkington, 2005). The benefits of mentoring have been well documented in existing literature and these were affirmed in the Australian research.…”

“…The benefits of mentoring have been well documented in existing literature and these were affirmed in the Australian research. However the risks have received less investigation and the studies by Walkington (2005) and Sinclair et al (2005) clearly articulate a number of concerns that teachers perceive as inhibiting their participation. The teachers investigated in these studies included those who had participated in professional experience programs and those who had not.…”

“…The fact that large numbers of experienced teachers are choosing not to be part of the professional experience program indicates serious concern. Many perceive that there is little incentive to participate (Walkington, 2005). This reluctance suggests that conditions need to change.…”

“…(pp. 33-34) Teachers also express fears of having insufficient confidence to face potential philosophical and personal differences and expectations that can occur between mentoring and the preservice teachers (Walkington, 2005). The possibility of having a 'weak' preservice teacher also concerns them.…”