“Somebody to count on”: Mentor/intern relationships in a beginning teacher internship program

Abell, Sandra K.; Dillon, Deborah R.; Hopkins, Carol J.; McInerney, William D.; O’Brien, David G.

doi:10.1016/0742-051x(94)00025-2

Cited by 128 publications

(76 citation statements)

References 9 publications

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“…While some usefully involved sessions on recent curriculum developments, there appeared to be very little emphasis on different ways in which mentors might scaffold beginner teachers' professional learning and development. Most mentors we talked to who had undertaken mentor training indicated that this had centred on formal and administrative aspects of the role, echoing earlier research findings in relation to both the English (Bubb and Earley, 2006) and US (Abell et al, 1995) contexts. A lack of appropriate mentor training thus also helps explain why some mentors employed methods unconducive to mentees' professional learning and development, why some were not able to develop safe, trusting relationships, and why there was sometimes a lack of coherence between school-based mentoring and other aspects of ITP.…”

Section: Meso-level Failingssupporting

confidence: 67%

Judgementoring and other threats to realizing the potential of school‐based mentoring in teacher education

Hobson

Malderez

2013

Intl Jnl of Ment & Coach in Ed

187

200

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Purpose -The purpose of this article is to identify and examine root causes of the failure of schoolbased mentoring to realize its full potential. Design/methodology/approach -The article draws on the re-analysis of data from two major mixedmethod empirical studies carried out in England. It focuses on data generated from interviews with beginner teachers and mentors in both primary and secondary schools. Findings -The findings point to a failure to create appropriate conditions for effective mentoring in England at the level of the mentoring relationship, the school, and the national policy context. Implications -Implications of the findings include the need to achieve a greater degree of informed consensus on the meaning and purposes of mentoring in teacher education, and to ensure that mentors of beginner teachers are appropriately trained for the role. Originality/value -The article identifies the practice of judgemental mentoring or 'judgementoring' as an obstacle to school-based mentoring realizing its potential and an impediment to the professional learning and wellbeing of beginner teachers. It also points to worrying indications that judgementoring may be becoming, through accrued experiences, the default understanding of mentoring in England.

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Section: Meso-level Failingssupporting

confidence: 67%

Judgementoring and other threats to realizing the potential of school‐based mentoring in teacher education

Hobson

Malderez

2013

Intl Jnl of Ment & Coach in Ed

187

200

View full text Add to dashboard Cite

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“…al 2009 that emphasis the role of mentors as the experts who are able to model excellent professional practice. Moreover, the findings of the study support Abell et al (1995) who asserted that, effective mentoring demands mentors to have adequate subject matter knowledge to allow mentees to have 'professional respect' for their mentors.…”

Section: Mentors' Rolessupporting

confidence: 74%

The Native Speaker Programme – The Coin has Two Sides

Senom

Othman

Siraj

2016

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The aim of the study is to gain an insight into novice ESL teachers' diverse experiences as mentees in a mentoring programme, the Native Speaker Programme. Employing a multiple case study, the study was conducted among four novice primary school ESL teachers in Malaysia through in-depth interviews and observations. The findings indicated that there are two sides of the coin of being the mentees in the Native

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“…In an exhaustive summary of the effects of mentoring in education, Abell et al (1995) found examples of successful programs with positive outcomes for both the teacher and the mentor. Interestingly, the mentors received an educational benefit through critical reflection and observation and, because the mentor had a helping role rather than an evaluative one, program effectiveness was enhanced.…”

Section: Toward Developing Coach Education: Mentoring Knowledge Andmentioning

confidence: 99%

“…In light of this evidence, it could be contended that more formalized mentoring programs would be a worthwhile addition to coach development (Bloom et al, 1998). Furthermore, as the research suggests, mentoring is not only beneficial to the developing coach, but also to the master coach who, as mentors, are able to expand and diversify their own learning experiences when working with apprentices (Abell et al, 1995;Bowers & Eberhart, 1988).…”

Section: Toward Developing Coach Education: Mentoring Knowledge Andmentioning

confidence: 99%

Coach Education and Continuing Professional Development: Experience and Learning to Coach

Cushion¹,

Armour

Jones

2003

Quest

559

515

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Research over the last decade has demonstrated that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches. Despite this, coach education and continuing professional development fail to draw effectively on this experience. Using the work of Pierre Bourdieu, this paper attempts to understand how the "art of coaching" can be characterized as structured improvisation and how experience is crucial to structuring coaching practice. An examination of current coach education and assessment demonstrates that coaching practice viewed as a composite of knowledge has not specifically addressed the pervasive influence of experience on coaching practice. Drawing on experiences from the educational field, we examine how coach education and continuing professional development can utilize mentoring and critical reflection to situate learning in the practical experience of coaching.Until recently, although the importance of coaching to athlete development and national sporting success was increasingly being realized (Sports Coach UK, 2002), there was little agreement as to a future strategic direction for the burgeoning profession. A recent commissioned report ("The development of coaching in the United Kingdom," 1999) brought this situation into stark relief and, subsequently, initiated a process whereby the government-funded Sports Strategy Coaching Task Force recommended the development of National Occupational Standards (NOS) for coaches working within the high performance environment. The QUEST, 2003, 55, 215-230

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“Somebody to count on”: Mentor/intern relationships in a beginning teacher internship program

Cited by 128 publications

References 9 publications

Judgementoring and other threats to realizing the potential of school‐based mentoring in teacher education

Judgementoring and other threats to realizing the potential of school‐based mentoring in teacher education

The Native Speaker Programme – The Coin has Two Sides

Coach Education and Continuing Professional Development: Experience and Learning to Coach

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