Understanding the nature of mentoring experiences between teachers and student teachers

Abstract

Purpose Mentoring is widely recognised as an effective strategy for supporting the professional learning of teachers and student teachers across different educational contexts. Yet, its effectiveness in initial teacher education (ITE) may be more widely conceived to take account of mentoring as a cultural practice, contributing to a change of professional learning habits and relationships towards collegiate and collaborative reflexivity. The purpose of this paper is to explore the nature of mentoring experiences between teachers and student teachers, how these are embedded within the established professional learning culture of the school and the opportunities for mentoring to affect professional learning. Design/methodology/approach Set within the context of a teacher education reform project in Scotland, involving student teachers, mentors and university tutors, the study adopted a critical constructivist theory stance to explore mentoring relationships. A sequential mixed methods approach informed the collection and analysis of data. Findings Quantitative data point to a diversity of experiences of mentoring amongst teachers and student teachers. Qualitative data provide a nuanced account of participants’ views of their mentoring experiences, pointing to opportunities for revisiting assumptions about learning in the classroom as well as questioning established professional learning patterns. Practical implications The authors conclude that mentoring relationships cannot be disentangled from a critical interrogation of the modes of relationships and values supporting professional learning in ITE. Practical implications centre upon preparation and resources to develop mentoring as a tool for learning, embedded within the professional culture of the school. Originality/value This study reframes the concept of mentoring as a practice that does not simply reinforce professional expectations but seeks to redefine teacher professional learning, pedagogy and social relationships in school contexts.

Mentors' approach to practicum mentoring in the Spanish and Thai contexts: a two-cohort comparison using the Mentoring Profile Inventory

“…This study agrees with that of Aderibigbe et al (2018) in that social, cultural and emotional factors shape the nature of mentoring experiences. For example, mentors' thinking and practices are grounded in their work contexts.…”

The benefits of mentoring newly qualified teachers in Malta

“…Many of the reflections pointed towards the way mentoring were impacting the mentors’ own practices and their identity as teachers, and challenge the conventional idea of working in isolation, which teachers are usually afflicted with. The data also imply that the roles of the mentor and mentee are in a state of flux and that mentors benefit significantly in enhancing their practice through this experience, as suggested by (Aderibigbe et al , 2018) on discussing Vygotsky’s concept of the ZPD:Why do experienced teachers want to engage in mentoring? Mentoring involves a significant investment of time, commitment and effort, but the tangible rewards received in return are not to be ignored.…”

“…This concept implies that a less knowledgeable person (in this case, an NQT) gets engaged in developmental changes through interactions with a more significant other (in this case, a teacher mentor). The roles of the teacher mentor and mentee are in a state of flux (Aderibigbe et al , 2018) because the mentee can also contribute their knowledge to both pupils and mentor. The mentor and mentee come together in a collaborative activity where they teach and learn from each other (Shanks, 2017).…”

Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience

“…The role of the practical experience has often been described as a critical element of a teaching practicum (Bjørndal, 2020;Ellis et al, 2020;Thompson and Schademan, 2019). Another key element is effective mentoring practices that can support both student teachers and mentor teaching (Aderibigbe et al, 2018).…”

“…For a student teacher to be in a safe and supportive environment where there is mutual respect, the mentor teacher and the ITE provider must have a shared vision of the goals for the practicum and an understanding of the different roles participants play (Ellis et al, 2020;Garza et al, 2018). Continued and sustained engagement between ITE providers and mentor teachers in an attempt to clarify and understand the nature of purposeful, collaborative mentoring is critical and well-evidenced in the literature (see, for example, Aderibigbe et al, 2018;Garza et al, 2018;Zeichner, 2010). This avoids student teachers having to contend with differing expectations (Trevethan, 2017).…”