Professional development for heads: the role of mentoring

Bush, Tony; Coleman, Marianne

doi:10.1108/09578239510098536

Cited by 65 publications

(78 citation statements)

References 9 publications

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“…One of the most widely cited is the improved retention rate of teachers, which is influenced by the level and quality of mentoring given to new teachers (Joiner & Edwards, 2008). Other benefits include substantial professional development, improved reflection, and problem-solving abilities, adoption of instructional practices and practices of the mentor, and reduced feelings of isolation and increased positive attitudes (Bush & Coleman, 1995;Darling-Hammond, 2003;Fantilli & McDougall, 2009;McIntyre & Hagar, 1996).…”

Section: Entry Year Teachingmentioning

confidence: 97%

Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching

Gut

Beam

Henning

et al. 2014

Mentoring & Tutoring: Partnership in Learning

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The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers' expectations for teacher development, mentoring relationships, and mentoring strategies differed across all three clinical settings. In addition, their confidence, their relationship with mentees, and their mentoring strategies were influenced by two features of the clinical setting: (a) the amount of time for mentoring interactions, and (b) the expectations for the mentee. To improve mentoring, the authors recommend (a) lengthening clinical experiences, (b) providing support for creating positive relationships, and (c) providing professional development specific to each of the three clinical settings.

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Section: Entry Year Teachingmentioning

confidence: 97%

Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching

Gut

Beam

Henning

et al. 2014

Mentoring & Tutoring: Partnership in Learning

View full text Add to dashboard Cite

show abstract

“…In the literature, the bene ts of mentoring have been well documented: considerable professional growth, increased self-re ection, improved problemsolving capacities, learning of new practices from partners, increased con dence and self-esteem, reduced feelings of isolation and increased positive attitudes (Bush & Coleman, 1996;McIntyre & Hagger, 1996).…”

Section: Induction and Mentoring Programmes For Beginning Teachersmentioning

confidence: 98%

“…Among them are the expert-novice metaphor, the peer-support framework, the master-apprentice model and the coaching analogy (Bush & Coleman, 1996;Furlong & Maynard, 1995). As the notion of coaching is adopted as the metaphor for mentoring in the present study, the concept will be considered in somewhat greater detail after rst considering the Independent Final Teaching Period as a solution to the reality shock experienced by beginning teachers.…”

Section: Induction and Mentoring Programmes For Beginning Teachersmentioning

confidence: 99%

Evaluation of a Coaching Programme for Cooperating

Veenman¹,

Denessen²,

Gerrits³

et al. 2001

Educational Studies

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In this study, the implementation effects of a programme for the training of coaching skills with Dutch primary school teachers acting as cooperating or supervising teachers for teachers-in-training are described. Coaching is a form of in-class support intended to provide teachers-in-training with feedback on their functioning and thereby stimulate self-re ection and self-analysis to improve instructional effectiveness. Based on the pre-and post-training ratings of coaching conferences with the teachers-in-training, a signi cant treatment effect was found for the coaching skills concerned with the development of autonomy (empowerment), feedback and the encouragement of self-re ection. The teachers in training did not rate the trained cooperating teachers as more effective than the untrained cooperating teachers. The aboveaverage ratings provided by the coached teachers in training, however, showed that they perceived the coaching conferences to improve their instruction. The dimensions of teaching discussed most frequently by both the trained and the untrained groups during the coaching conferences were evaluation, management of order and monitoring.

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“…Mentoring, if implemented with this understanding, would facilitate learning in physiotherapy. It is an important mode of professional development where the underlying assumption is that a more experienced colleague can facilitate the professional development of a younger colleague (Bush and Coleman, 2004). This can have a positive impact on the quality of physiotherapy service and our future as a profession.…”

Section: Introductionmentioning

confidence: 99%

The role and importance of mentoring in physiotherapy

Naidoo

2006

South African Journal of Physiotherapy

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Numerous opportunities are afforded by mentoring for career development, new knowledge, stronger theoretical and practical foundations, as well as development of leadership and problem-solving skills. In physiotherapy, mentoring as relates to practice, education and research will help to ensure the growth and future of the profession. Mentoring can be utilised in many different instances in the teaching and learning cycle of physiotherapy students and physiotherapists and can contribute towards professional growth. The benefits derived by the mentor and mentee are immense if implemented in accordance with a deep understanding of the mentoring process. The mentoring process needs to be based on intelligent reading of situations and action by the mentor and mentee for a successful relationship. Each mentoring connection is unique, therefore each person enters the relationship and process with their own values and expectations. Mentoring practices are an effective way of supporting and fosteringdevelopment throughout the duration of the undergraduate physiotherapy programme, and professional and career development of physiotherapists. This article reviews the process of mentoring and its importance for implementation in physiotherapy, for undergraduate training and physiotherapy professional growth.

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Professional development for heads: the role of mentoring

Cited by 65 publications

References 9 publications

Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching

Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching

Evaluation of a Coaching Programme for Cooperating

The role and importance of mentoring in physiotherapy

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