Mentors Report on Their Own Mentoring Practices

Exploring the Effects of Classroom Culture on Primary Pre-Service Teachers’ Professional Development

“…Results suggest that the presence of peers in classrooms during the teaching practices of pre-service teachers is encouraging, as is the presence of a mentor teacher in the class. Provision of constant feedback, being a role model and being informative were perceived by some of the participants as contributory effects of a mentor on the student teachers' professional development (Hudson, 2010). On the other hand, the findings of this study offer similar evidence to the findings of previous studies (Wang, 2000;Gökçe & Demirhan, 2005;Ekiz, 2006a;Baştürk, 2008;Hudson, 2010), that mentors are not always successful in creating conditions for effective student teacher learning.…”

“…Provision of constant feedback, being a role model and being informative were perceived by some of the participants as contributory effects of a mentor on the student teachers' professional development (Hudson, 2010). On the other hand, the findings of this study offer similar evidence to the findings of previous studies (Wang, 2000;Gökçe & Demirhan, 2005;Ekiz, 2006a;Baştürk, 2008;Hudson, 2010), that mentors are not always successful in creating conditions for effective student teacher learning. A mentor's direct intervention in the class without waiting for the PST's reaction was seen as one of the most important inhibiting factors for PSTs' professional development.…”

Analysing Mentoring Dialogues for Developing a Preservice Teacher’s Classroom Management Practices

“…This model had associated attributes and practices which provided a theoretical framework for gathering data around mentoring, and were specifically used for interpreting and understanding the mentoring for effective classroom management in this current study. To follow is an outline of each of the five factors and its associated attributes and practices (see Hudson, 2010) with specific reference to classroom management which is the focus of this study.…”

Project Evidence: Responding to the Changing Professional Learning Needs of Mentors in Initial Teacher Education

“…There remains much work to be done, however, in establishing rigorous and sustainable programs and practices in this domain, as well as systematic research in the field (Cochran-Smith & Zeichner, 2005;Orland-Barak, 2014;Orland-Barak & Hasin, 2010). While building productive relationships is at the core of teacher education, the role of the school-based mentor, as indicated above, is often ambiguous and high in tension, particularly when trying to find a balance between mentoring and assessing a pre-service teacher (Ambrosetti & Dekkers, 2010;Hudson & Hudson, 2010;Hudson & Millwater, 2008;Johnston, 2010;Laker, Laker, & Lea, 2008;Sim, 2011). As Feiman-Nemser (2001) emphasised, school-based learning has the potential to foster powerful teaching and to develop the dispositions and skills of continuous improvement but it must be acknowledged that this is situated in practice and in a relationship with an experienced teacher.…”