My cooperating teacher and I: how pre-service teachers story mentorship during School Placement

Gallchóir, Ciarán Ó; O’Flaherty, Joanne; Hinchion, Carmel

doi:10.1080/02607476.2019.1639258

Cited by 13 publications

(13 citation statements)

References 32 publications

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“…I think that even though being a PME requires a slightly different support to being an NQT, they can certainly be married together. (SLS3) This echoes the sentiments of Ó Gallchóir, O'Flaherty, and Hinchion (2019) who recommend that the Teaching Council, the National Induction Programme for Teachers (NIPT) and the Department of Education and Skills (DES) broaden the scope of the Droichead [Irish for bridge] programme for newly qualified teachers (NQTs) to cater for student teachers and that 'policy should reflect a clearer understanding of the interwoven nature of the continuum of teacher preparation, instead of naïvely viewing each step in the continuum as a distinct and separate entity as this only serves to undermine the value of such initiatives' (Ó Gallchóir, O'Flaherty, and Hinchion, 2019, 385). There is evidence from this study that the participants recognise the key role of the co-operating teacher (Farrell 2021) in supporting student teachers and the importance of providing them with a space to link with both the student teacher and the university.…”

Section: Misconceptions About Degrees Of Partnership In Ite and Of Roles Thereinmentioning

confidence: 74%

The School–University Nexus and Degrees of Partnership in Initial Teacher Education

Farrell

2021

Irish Educational Studies

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Current international policy documents on teacher education are peppered with the word partnership and there seems to be an assumption that there is a common agreement regarding understandings of 'partnership'. Traditionally the university has been the decisive voice in educational partnerships which has often led to a power differential as well as a failure to fully maximise the potential of the partnership. Based on interviews with school leaders [n = 10], student teachers [n = 10], co-operating teachers [n = 10] and university tutors [n = 10] associated with an initial teacher education (ITE) programme in a university in the Republic of Ireland, this article provides a synthesis of this range of stakeholders' views on how school-university partnerships can be optimised. The major themes that emerged from the research data included: (1) misconceptions about degrees of partnership in ITE and of roles therein; (2) the key role of the co-operating teacher and 'close-to-practice' research in fostering a 'third-space' in ITE and (3) a sense of malaise in relation to levels of pressure, change over-load and lack of adequate resources.

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Section: Misconceptions About Degrees Of Partnership In Ite and Of Roles Thereinmentioning

confidence: 74%

The School–University Nexus and Degrees of Partnership in Initial Teacher Education

Farrell

2021

Irish Educational Studies

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“…These statements are in line with the conclusions that emerged from recent studies published in JET that suggest a practical approach to the nexus between theory and practice (la Velle 2019). The studies' conclusions (for instance, Dockerty 2019; Gallchóir, O'Flaherty, and Hinchion 2019) indicated that the school-based TRN, although challenging, without doubt creates greater agency among student teachers compared to those exposed to the theory in a 'safe place' (such as a college classroom) in the early stages of teacher education.…”

Section: Agency Of Research Insights To the Educational Fieldmentioning

confidence: 99%

From teacher to senior teacher educator: exploring the teaching-research nexus in Israeli Academic Colleges of Education

Gutman

2021

Journal of Education for Teaching

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The title and author names are listed on this sheet as they will be published, both on your paper and on the Table of Contents. Please review and ensure the information is correct and advise us if any changes need to be made. In addition, please review your paper as a whole for typographical and essential corrections. Your PDF proof has been enabled so that you can comment on the proof directly using Adobe Acrobat. For further information on marking corrections using Acrobat, please visit http://journalauthors.tandf.co.uk/production/acrobat.asp; https://authorservices.taylorandfrancis.com/how-to-correct-proofs-with-adobe/ The CrossRef database (www.crossref.org/) has been used to validate the references. Changes resulting from mismatches are tracked in red font. AUTHOR QUERIES Q1 Please note that the ORCID for Mary Gutman has been created from information provided through CATS. Please correct if this is inaccurate. Q2 Please provide missing affiliation for the author as per the journal style. Q3 The funding information provided has been checked against the Open Funder Registry and we failed to find a match. Please confirm if the Funding section is accurate and also confirm the funder names. Q4 Please check whether the Head levels has been set correctly.

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“…Studies into initial teacher education programs (Cameron and Baker, 2004;Luft, 2001;Miller et al, 2019;Nilg€ un and Mehmet Hayri, 2017;O Gallch oir et al, 2019;Oberski et al, 1999;IJMCE 11,2 Sachs et al, 2011;Wang and Ha, 2012) highlight the impact of effective mentoring on the development of preservice teachers. Kemmis et al (2014) suggest that professional experience enables theories learned at university to be enacted in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement

James

Hudson

Cutcher

2021

IJMCE

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PurposeBeing literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.Design/methodology/approachThis investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.FindingsFindings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.Research limitations/implicationsThe preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.Practical implicationsThis research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.Originality/valueWhile the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.

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My cooperating teacher and I: how pre-service teachers story mentorship during School Placement

Cited by 13 publications

References 32 publications

The School–University Nexus and Degrees of Partnership in Initial Teacher Education

The School–University Nexus and Degrees of Partnership in Initial Teacher Education

From teacher to senior teacher educator: exploring the teaching-research nexus in Israeli Academic Colleges of Education

Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement

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