Sometimes a novice and sometimes an expert: mentors’ professional expertise as revealed through their stories of critical incidents

Orland‐Barak, Lily; Yinon, Hayuta

doi:10.1080/03054980500355468

Cited by 57 publications

(34 citation statements)

References 22 publications

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“…The case studies represented examples of the dilemmas that mentors faced in post-compulsory education and demonstrated that mentoring is complex, non-linear and mediated by mentors' motivation and values (Orland-Barak and Yinon, 2005).…”

Section: Resultsmentioning

confidence: 99%

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An analysis of beginning mentors’ critical incidents in English post-compulsory education

Eliahoo

2016

IJMCE

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An analysis of beginning mentors' critical incidents in 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 Critical incidents were used as units of analysis and categorised thematically by topic, sector and mentoring strategies used. Findings:The research demonstrated the complex nature of decision-making and the potential for professional learning within a mentoring dyad. The study of these critical incidents found that mentors most frequently cited the controversial nature of teaching observations, the mentor's role in mediating professional relationships, the importance of inculcating professional dispositions in education, and the need to support new teachers so that they can use effective behaviour management strategies.Value: This study contributes to our understanding of the central importance of mentoring for professional growth within teacher education. It identifies common dilemmas that novice mentors face in post-compulsory education, justifies the rationale for their interventions and mentoring strategies, and helps to identify ways in which mentors' professional development needs can be met. It demonstrates that mentoring is complex, non-linear and mediated by mentors' motivation and values.

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Section: Resultsmentioning

confidence: 99%

“…For example, mentors described in-class clashes between colleagues, which had tested their loyalty (Orland-Barak and Yinon, 2005). In one case, a mentee refused point-blank to use suggested alternative teaching methods.…”

Section: Mentors 'Walking the Tightrope'mentioning

confidence: 99%

An analysis of beginning mentors’ critical incidents in English post-compulsory education

Eliahoo

2016

IJMCE

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“…This fluctuation happens particularly when individuals change roles within the same domain (e.g., when teachers serve as mentors). Moreover, in her earlier work, Orland-Barak (2002) found that mentors often felt conflicted in their responsibility, loyalty, and commitment towards the mentee on the one hand and towards the policy makers on the other, a condition that Orland- Barak and Yinon (2005) later identified as 'the conflict of loyalty' (p. 564). In addition, Orland-Barak and Yinon's mentor-participants sometimes behaved more like novices in their actions towards the mentees but reflected on the events in which their mentees were involved more like experts.…”

Section: Expertise and The Novice-expert Continuummentioning

confidence: 95%

“…The conditions that facilitate movement on the novice-expert continuum as outlined in Orland- Barak and Yinon's (2005) approach encompass what Bereiter and Scardamalia (1993) described as 'working at the edge of [someone's] competence' (p. xi). In Bereiter and Scardamalia's view, only when working outside of what is routine and unchallenging do people increase their expertise in the domain.…”

Section: Expertise and The Novice-expert Continuummentioning

confidence: 98%

Being an expert mathematics online tutor: what does expertise entail?

Martinović

2009

Mentoring & Tutoring: Partnership in Learning

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This article is derived from the qualitative portion of a larger study conducted on mathematics websites that provide expert volunteer help. Data consist of tutoring logs of five expert tutors from two help sites, plus interviews with these tutors. The researcher has employed theories about expertise in the educational domain to elicit details of individual coping strategies with challenges posed by the online environment, including students' non-responsiveness and issues of academic honesty. One of the participants, a recent online tutor who was also a teacher, experienced conflict of professional interests between these two roles. Tutors, who were also students, felt a conflict of liability -towards the tutees on one hand and towards the website administration on the other. Except for one tutor who demonstrated a highly developed expert performance, other tutors exhibited characteristics of both novices and experts, thus placing themselves within temporary and context-dependent locations on the novice-expert continuum. Recommendations are offered herein for future research and for the organization of online tutoring environment. It is suggested that best practices must include both pedagogical and tutor training/support considerations.

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“…Musanti and Pence (2010) concluded that a focus on critical incidents provides teachers with opportunities to explore the nuances of interaction and factors that seven co-facilitators deemed important in a funding programme that aimed to help in-service teachers better address the needs of English language learners in their classrooms. The benefits of using critical incidents for teachers include: (1) alerting instructors to problems before they become problems (Brookfield 1995;Nott and Wellington 1995;Richard and Farrell 2005;Sesek 2007), (2) encouraging students to be reflective learners (Brookfield 1995;Francis 1997;Harrison and Lee 2011), (3) encouraging diversity in teaching (Brookfield 1995), (4) building trust between the instructor and student (Brookfield 1995), and (5) suggesting possibilities for teachers' professional learning and development through reflection (Brookfield 1995;Fish 1997;Guichon 2009;Halen-Faber 1997;Hird et al 2000;Johnson 2003;Measor 1985;Orland-Barak and Yinon 2005;Richard and Farrell 2005;Woods 1993). Critical incidents in a narrative format provide teachers with a context in which they can embed their recollections of significant experiences in detail (Hargreaves 2005).…”

Section: Literature Reviewmentioning

confidence: 98%

Analysis of design and delivery of critical incident workshops for elementary school English as a foreign language teachers in community of practice

Chien

2016

Education 3-13

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To cite this article: Chin-Wen Chien (2016): Analysis of design and delivery of critical incident workshops for elementary school English as a foreign language teachers in community of practice, Education 3-13, ABSTRACT Language teachers can uncover new understanding of the teaching and learning process through reflecting on critical incidents [Richard, J.C., and T.S.C. Farrell. 2005. Professional Development for Language Teachers. New York, NY: Cambridge University Press].Based on the data analysis of workshop handouts, observation notes, and interviews, this study analyses three critical incident workshops designed and delivered to 19 elementary school English teachers in Taiwan in terms of design, participants' learning, strengths, and suggestions. The study has the following findings. First, the participants moved from knowing nothing about critical incidents or mazes to writing up, discussing, and analysing critical incidents in collaborative reflective practice. Most importantly, the workshop facilitator fostered a safe and trusting environment for participating teachers to discuss critical incidents freely and combat their isolation. Five elements are recommended to be integrated into the design and delivery of critical incident workshops. ARTICLE HISTORY

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Sometimes a novice and sometimes an expert: mentors’ professional expertise as revealed through their stories of critical incidents

Cited by 57 publications

References 22 publications

An analysis of beginning mentors’ critical incidents in English post-compulsory education

An analysis of beginning mentors’ critical incidents in English post-compulsory education

Being an expert mathematics online tutor: what does expertise entail?

Analysis of design and delivery of critical incident workshops for elementary school English as a foreign language teachers in community of practice

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