Preparing School-Based Teacher Educators: Mentor Teachers’ Perceptions of Mentoring and Mentor Training

Parker, Audra; Zenkov, Kristien; Glaser, Holly

doi:10.1080/0161956x.2021.1877027

Cited by 22 publications

(23 citation statements)

References 20 publications

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“…Some of the mentors still maintain the notion of traditional mentoring, which is skill-based and goal-oriented, and focuses on the transmission of learning from one generation to the next (Fletcher & Mullen, 2012). These gaps can be addressed by facilitating open, constructive communication between the mentors and their mentees that includes discussing their expectations of their joint work and how they would like to achieve their goals (Parker et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…One definition is "…a process, and a long-term relationship between an experienced teacher (mentor) and a less experienced novice teacher, that is primarily designed to support the novice teachers' learning, professional development, confidence, and wellbeing and to facilitate their induction into the culture of teaching…" (Aspfors & Fransson, 2015, p. 76). Mentoring can also be thought of as a shared journey or as a professional or developmental relationship that deepens over time (Awaya et al, 2003;Fletcher & Mullen, 2012;Parker et al, 2021).…”

Section: Individual Stem Mentoringmentioning

confidence: 99%

“…Much has been written about how the challenges faced by novice teachers and the mentoring support they receive affect their professional development. However, there is little research about the contribution of different mentoring support systems to the various aspects of teachers' growth (Parker et al, 2021). In this study, we address this gap and investigate how the different mentoring support levels affect the various teachers' growth dimensions.…”

Section: Introductionmentioning

confidence: 99%

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Professional Growth of Novice and Experienced STEM Teachers

Akiri

Dori

2021

J Sci Educ Technol

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The first years of teaching are crucial for novice teachers’ integration into and retainment in the education system. The support they receive from experienced teachers impacts their professional development. Science, technology, engineering, and mathematics (STEM) teachers require specialized support from domain-specific mentors. In this study, we examined how a three-level mentoring support system contributes to STEM novice teachers’ professional growth (PG) and to their mentors. The support system levels are individual mentoring, group mentoring, and mentoring networks. Based on the framework of teachers’ professional development, there are three PG dimensions: personal, professional, and social. Our research goal was to analyze teachers’ professional growth by the various mentoring level and dimension combinations. The study, conducted using a mixed methods approach, included 123 novice and 78 experienced STEM teachers. We examined the novice teachers’ perceptions of their teaching efficacy, the mentoring factors, correlations between the professional growth dimensions, and the contribution of each support level to the growth dimensions. We found that experienced teachers perceive novice teachers’ efficacy as lower than that perceived by the novice teachers. We identified gaps between the mentoring factors described by novice and experienced teachers and a strong correlation between the growth dimensions. All three mentoring support levels facilitate substantive personal, professional, and social growth. Individual mentoring contributes the most to all three growth dimensions, followed by mentoring networks. The contribution of this research is its elucidation of the intertwined support levels, which provide scaffolds for the novice teachers and facilitate the growth of the experienced teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Individual Stem Mentoringmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Professional Growth of Novice and Experienced STEM Teachers

Akiri

Dori

2021

J Sci Educ Technol

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“…They claimed that this way of professional development prepared them for mentoring students in field practice the next schoolyear. Still, some participants experienced a struggle “to make that identity shift”, as Parker et al. (2021, p. 73) describe.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Smith (2017) outlines the need to provide school-based mentors opportunities to develop in their roles. Indeed, it can be a struggle “to make that identity shift” from teacher to school-based mentor (Parker et al. , 2021, p. 73).…”

Section: Introductionmentioning

confidence: 99%

An online teacher professional development programme as a boundary artefact for new school-based mentors

Dille

2022

IJMCE

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PurposeThe study aims to explore the experiences of new school-based mentors in Norway of an online teacher professional development (OTPD) programme in mentoring. The focus was on how the OTPD programme worked out as a boundary artefact to strengthen the coherence between a university and partner schools.Design/methodology/approachConstant comparative analysis was used to examine 21 school-based mentors' experiences and how the programme worked out as an artefact to strengthen the coherence between the teacher and education arenas. The findings were interpreted considering the literature and OTPD and boundary-crossing theories.FindingsThe findings revealed that the OTPD programme served as a boundary artefact. By participating, the new school-based mentors felt part of a community, identifying as teacher educators. Thus, the programme mediated their understanding of their new role as a teacher educator. Two main tensions were found: first, resistance towards online collaboration with school-based mentors across schools and participants that preferred to work locally with their own colleagues and, second, different technologies at the schools and the university disrupting the participants' experiences. Overall, this study emphasised the value of a facilitator from the university supporting the participants' development in the OTPD programme.Originality/valueThis study provides an understanding of teachers' OTPD when at the boundary of becoming school-based mentors and may contribute to enhancing universities' quality of teacher education. This study also highlights the importance of stronger connections between school-based mentors and their university campuses.

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School-Based Teacher Educators: Understanding Their Identity, Role, and Professional Learning Needs as Dual Professionals

White¹,

Berry

2022

The Palgrave Handbook of Teacher Education Research

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Preparing School-Based Teacher Educators: Mentor Teachers’ Perceptions of Mentoring and Mentor Training

Cited by 22 publications

References 20 publications

Professional Growth of Novice and Experienced STEM Teachers

Professional Growth of Novice and Experienced STEM Teachers

An online teacher professional development programme as a boundary artefact for new school-based mentors

School-Based Teacher Educators: Understanding Their Identity, Role, and Professional Learning Needs as Dual Professionals

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