More than a place to teach: exploring the perceptions of the roles and responsibilities of mentor teachers

Hall, Kendra M.; Draper, Roni Jo; Smith, Leigh K.; Bullough, Robert V.

doi:10.1080/13611260802231708

Cited by 130 publications

(116 citation statements)

References 15 publications

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“…Rippon and Martin (2006) have pointed out the importance of having self-confident mentors with faith in their ability to positively affect the growth and development of student teachers. Furthermore, Hall et al (2008) have concluded that self-efficacy is an important attribute of a successful mentor. They argue that it is difficult for mentors to have a sense of self-efficacy if they do not have a clear sense of their role and responsibilities.…”

Section: Discussionmentioning

confidence: 99%

“…This study supports Clarke et al's (2014) findings that mentors tend to be unprepared for their work. As with teaching, mentoring is acknowledged as a complex, demanding, and emotionally challenging task (Hall et al, 2008). Rippon and Martin (2006) have pointed out the importance of having self-confident mentors with faith in their ability to positively affect the growth and development of student teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Mentors also struggle when it comes to knowing to whom they are accountable; they constantly mediate between their personal understanding and values and the external requirements of the work as elaborated by policy makers and administrators (Orland-Barak, 2002). They tend to be underprepared for their work as mentors (Clarke, Triggs, & Nielsen, 2014) and have to find their own way of doing this work (Bullough, 2005;Hall et al, 2008;Kwan & Lopez, 2010). A questionnaire answered by 380 mentors in Norwegian teacher education shows that half of the respondents experienced very good support and involvement from the school leadership.…”

Section: Previous Researchmentioning

confidence: 99%

“…From international studies, we know that the transition from being a teacher of children to becoming a mentor of student teachers and acting as a teacher educator is not something that can or should be taken for granted (Carroll, 2005;Edwards & Collison, 1996;Feiman-Nemser, 2001;Orland-Barak, 2001). Additionally, mentors are often left alone and have to find their own way of managing the work (Bullough, 2005;Hall, Draper, Smith & Bullough, 2008;Kwan & Lopez-Real, 2010;Zeichner, 2005). In a quantitative study Munthe and Ohnstad (2008) question if the idea of practice schools in Norway has been properly implemented as they found that mentors are still what they call "lone wolves".…”

Section: Introductionmentioning

confidence: 99%

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The first-year as a mentor in Norwegian teacher education – asking for the authoritative word

Nilssen¹

2016

NORDVEI

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Abstract:In this article I describe and interpret how a first-year mentor for student teachers, Anna, lacks support in her new role within the context of field practice in Norwegian teacher education. Even though she is employed at what is called a "practice school", she feels alone in her work with the student teachers. There is no one there to answer her questions on how to perform her new role. I argue that due to the lack of an arena where she can discuss her questions, Anna positions herself as someone who should act upon what others have decided. She subsequently asks for the authoritative word from the University College.Keywords: mentor, practice school, authoritative discourse, internally persuasive discourse I artikkelen beskriver og tolker jeg hvordan en første års praksislaerer, Anna, savner støtte i sin nye rolle som veileder for laererstudenter i norsk laererutdanning. Selv om hun er ansatt på det som blir kalt praksisskole, føler hun seg alene i arbeidet med laererstudentene. Det er ingen til å besvare hennes spørsmål om hvordan hun skal utføre sin nye rolle. Jeg argumenterer for at mangelen på en arena hvor hun kan diskutere spørsmålene sine, bidrar til at Anna posisjonerer seg som en som skal gjøre det andre har bestemt. Hun spør derfor etter det autoritative ordet fra høyskolen.Nøkkelord: praksislaerer, praksisskole, autoritative diskurs, indre overbevisende diskurs

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Previous Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The first-year as a mentor in Norwegian teacher education – asking for the authoritative word

Nilssen¹

2016

NORDVEI

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“…There are lots of roles for the mentor, but these might not be well-defined all the time. When this is the case, mentors cannot be useful to the full potential (Hall, Draper, Smith & Bullough, 2008). It has been shown that the actions of the mentor can play an important role in the success of the pre-service teacher in learning teaching (Evertson & Smithey, 2000).…”

Section: Discussionmentioning

confidence: 99%

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Korkut

2017

JETS

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The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in pre-service teachers' demo lessons were different from those in the lessons of the in-service teachers. The aim of this study was to unveil how pre-service teachers manage their classes differently from in-service teachers by carrying out a fine-grained comparison. The point-by-point comparison revealed both qualitative and quantitative differences which might not be immediately obvious to an observer at first sight. The differences were discussed in terms of the specific procedures of the teaching practice course and some suggestions were presented.

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Possibilities and limits of a student‐led, near‐peer mentoring initiative for first‐year dental students

Dudley

Menon

Mosleh

et al. 2021

Journal of Dental Education

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Purpose/objectives: Dental students face many challenges throughout their education. Peer mentoring programs can support students and help manage pressures associated with dental school, although few studies have researched student-led peer mentoring. The aim of this study was to explore the possibilities and limits of student-led, near-peer mentoring in a dental program. Methods: We conducted a qualitative study on the tooth bud program (TBP), a student-led, near-peer mentoring program at a research-intensive university. Eligible study participants were Doctor of Dental Medicine (DMD) students who participated in the TBP as a first-year mentee and/or second-year mentor between 2017 and 2020. Twenty-two participants and one program founder were interviewed about their experiences and involvement in peer mentoring. A thematic analysis was employed, and Brownlie and Anderson's sociology of kindness provided a theoretical analytical framework.Results: Three themes represented participant perspectives of the TBP: Firstly, students desired to build a community but had to manage inherent hierarchies.Secondly, participants appreciated that the TBP was a student-led initiative, but its unstructured and informal nature brought challenges. Thirdly, mentoring experiences and the ways mentors and mentees navigated their pairings were identified. Conclusions: Mentoring was founded in the shared experience of studying dentistry and allowed mentor-mentee pairs to establish kinship and progress relationships. Kindness acts as an infrastructure to guide interactions; however, underdeveloped kinship may hinder mentoring. Thus, the peer mentoring program researched provides value to mentees and mentors and allows participants to benefit from becoming part of a student-led, professional community.

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More than a place to teach: exploring the perceptions of the roles and responsibilities of mentor teachers

Cited by 130 publications

References 15 publications

The first-year as a mentor in Norwegian teacher education – asking for the authoritative word

The first-year as a mentor in Norwegian teacher education – asking for the authoritative word

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Possibilities and limits of a student‐led, near‐peer mentoring initiative for first‐year dental students

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