The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships

Ambrosetti, Angelina; Dekkers, John

doi:10.14221/ajte.2010v35n6.3

Cited by 199 publications

(190 citation statements)

References 42 publications

(79 reference statements)

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“…The beliefs of mentor teachers can arguably shape the professional identity and learning of PSETs. This study is also a response of the limited number of studies on mentor teachers' voices in comparison to the voices of pre-service teachers (Ambrosetti & Dekkers, 2010). My presentation of their beliefs is organised around, firstly, the emotional involvement and interpersonal relationship, and secondly, PSETs' leadership skills and values.…”

mentioning

confidence: 99%

“…Although the relationship between mentors and pre-service teachers is crucial during school-based practicum experiences, it is often seen as problematic due to the dual role of mentor and supervisor as discussed by Ambrosetti and Dekkers (2010). The position of being a supervisor often places the mentor in a hierarchical relationship to pre-service teachers which implicitly imparts an understanding of power over the others (Ambrosetti & Dekkers, 2010).…”

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confidence: 99%

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Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

Kuswandono

2017

Indonesian J. Appl. Linguist

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Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers' voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants' school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers' beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.

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confidence: 99%

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confidence: 99%

Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

Kuswandono

2017

Indonesian J. Appl. Linguist

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“…Monitoring will enable timely corrective measures and guidance. A combination of support and pressure is essential for continuing learning improvement (Ambrosetti & Dekkers, 2010). Support may allow those in problematic mentoring situations to tolerate the anxiety of those challenges through encouragement, motivation, and occasional nudging that many practitioners often require to persist in challenging tasks often inherent in mentoring.…”

Section: Discussionmentioning

confidence: 99%

“…Larkin (2013) suggests practices for effective student teacher mentoring: not just leaving them alone, turning on the commentary track, 1 working jointly to find creative outlets, modeling lessons, modeling learning new content, joint planning and making time to talk, connecting the student to the larger school political world, and treating TP as a learning opportunity, not a performance. Ambrosetti and Dekkers (2010) add that mentoring is critical in enhancing students' opportunities to learn to teach within teaching contexts. These authors also posit that such learning effectively occurs through lesson modeling and observations, critical and constructive lesson evaluation, providing and discussing feedback, team teaching, counseling and role modeling, critical friendship and equal partnering, and instructing and coaching.…”

Section: Introductionmentioning

confidence: 99%

Mentoring in a Cohort Model of Practicum: Mentors and Preservice Teachers’ Experiences in a Rural South African School

Mukeredzi

2017

SAGE Open

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Little is known about mentoring student cohorts from largely urban backgrounds doing practicum at one school, living alongside the community, and sharing residential facilities with teacher educators in a rural context. This article reports Bachelor of Education students' and mentors' school-based mentoring experiences during a 4-week residential practicum in a rural setting. Data generated through in-depth group discussions with students and mentors were analyzed using content analysis. Experiences revolved around professional support, lesson observations and feedback, collaboration, and modeling. Notwithstanding that mentors were a source of wisdom in practical knowledge for students, they gained valuable professional knowledge around teaching styles and learner engagement from students. Collaborations rejuvenated mentor practices and stimulated their reflection, enthusiasm, and passion for work. Nondevelopmental experiences related to poor mentor communication, lack of modeling lessons, and objectivity in feedback. Although the overall impression from participants was positive, there is evidence of unequal mentor-mentee relationships and failure to construct the mentoring process as a journey of initiation into the preservice teacher's life role. I illustrate that in-school mentoring in the South African education context may be enhanced, if school-based teacher educators are exposed to mentoring practices and school-based supports through comprehensive ongoing training to better prepare them for supporting not only preservice teachers but also novice teachers.

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“…[4][5][6][7][8] Another group of studies focused on mentors and the mentoring provided by experienced teachers in schools. [9][10][11][12] A third group of studies focused on the work of teacher educators in finding ways to support pre-service teachers in developing their teaching of specifics subject in school environments. [13][14][15][16] According to the literature review of Lawson et al, 17 a broad range of factors play roles in the PPT process for pre-service teachers.…”

Section: Introductionmentioning

confidence: 99%

Development of Chemistry Pre-Service Teachers During Practical Pedagogical Training: Self-Evaluation Vs. Evaluation by School Mentors

Savec

Grm

2017

ACSi

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The research presented in this article deals with the self-evaluation of 4 th year pre-service chemistry teachers' progress during their second year practical pedagogical training in chemistry teaching at primary schools (students' age 13-15 years) in comparison to the perception of their progress by their school mentors. The sample consisted of 21 pre-service teachers and 21 school mentors, in-service chemistry teachers, at primary schools. For the purpose of following to pre-service chemistry teachers' development, the pre-service teachers as well as their mentors completed the "Questionnaire for monitoring students' progress", focusing on eight characteristics of professional development during practical pedagogical training. The results reveal that student-teachers were stricter in their self-evaluation in comparison to their school mentors after their first chemistry lecture at school during the practical pedagogical training; however, after their last lecture, the evaluations were similar for most of the characteristics. The development of five randomly selected student-teachers is presented in detail from their own perspectives, as well as from their school mentors' perspectives.

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The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships

Cited by 199 publications

References 42 publications

Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

Mentoring in a Cohort Model of Practicum: Mentors and Preservice Teachers’ Experiences in a Rural South African School

Development of Chemistry Pre-Service Teachers During Practical Pedagogical Training: Self-Evaluation Vs. Evaluation by School Mentors

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