Reciprocal mentoring: preparatory learning materials for teacher development

Abstract

. The aim of the project was to contribute to learning in education internships through the use of a mentoring model. Learning materials comprising a video and workbook were developed, and trialed with teachers and students preparing for the 1997 QUT internship programme. The effects of the learning materials on participants' understanding of mentoring functions and roles, as well as their conceptions of themselves as mentor partners, were examined. The impact of the learning materials on participants' experience during the 1997 QUT internship programme at QUT was also explored. Results suggest that mentoring is a valuable means for professional development for both experienced and beginning teachers.

From University To School: Preparing Pre-Service Teachers For The Real World

“…The notion of an internship as the final extended period of in-school experience for student teachers was planned in response to the considerable Australian research highlighting the positive aspects this form of culminating practicum (Hatton, 1996;Ballantyne, Green, Yarrow & Millwater, 1999;Cameron, 2001;Mayer, 2002). Keeping in mind the recommendation that internships are rarely enriching when the university and the school are treated as unrelated entities (Hatton, 1996), the BLM Internship was designed in partnership with the education community and at all times, effort is made to use university time to prepare students for the real world of the classroom.…”

Experiences of Newcomers to Fransaskois Schools: Opportunities for community collaboration

“…Unlike traditional mentoring, which is often more hierarchical in nature, reciprocal mentoring involves the social, interpersonal and educational development of both partners engaged in the process (Ballantyne et al, 1999). The work of Mullen (2000) provides insights into how co-mentoring can be facilitated.…”

“…Such dialogue can be seen as an opportunity to negotiate meaning (Lave & Wenger 1991) and begin co-visioning for a more inclusive school community (Gergen, 2003). Cultural reciprocity can also be facilitated through reciprocal mentoring, in which participants have equitable status (Ballantyne et al, 1999). In the following section, recommendations are offered on how Fransaskois school communities can collaboratively address issues arising from the present research.…”

“…This multi-phased project explored challenges that may emerge as school populations evolve. This reporting focuses on strategies for enhancing one Francophone school community by making it more inclusive of newcomers, particularly via reciprocal mentoring (Ballantyne, Green, Yarrow, & Millwater, 1999).…”

“…In the Fransaskois community, teachers, university students and community members can be paired with parents and students to undertake mentoring activities to support the mutual educational, social and personal growth of participants. Ample information is available on how schools could set up community partnerships for mentoring and provide training to potential mentors, including mentors roles (Cohen, 2003), relationship building, and problem-solving (Ballantyne et al, 1999;Mullen, 2009;Terry, 1999). Setting up a program requires the collaboration and support of school personnel, particularly the school administration.…”