Understandings of mentoring in school placement settings within the context of initial teacher education in Scotland: dimensions of collaboration and power

Abstract

This study critically addresses mentor and mentee understandings of mentoring primary education student teachers within existing operations of power in the context of Scottish Initial Teacher Education. Semi-structured interviews of mentors and student teachers were used to elicit relational understandings of the mentoring process within an instrumental, collective case study research design. Findings indicate that participants understood mentoring as a multifaceted process aimed at supporting the professional learning of student teachers. The article addresses the main mentoring relationship between class teacher mentor and student teacher mentee. Analysis of their responses suggests an understanding of mentoring as involving both personal and professional dimensions. From these dimensions emerge the focus of this article: implicit collaboration and conceptions of power as a relational duality situated within a more Foucauldian 'flux' form. Critical discussion of findings extends understandings of the complexity of the mentoring process with reference to perceptions of collaboration, power and their co-existence. Conclusions focus on the need for a quality, consistent mentoring education programme to promote an informed knowledge and understanding of the complex nature of mentoring in order to improve the quality and consistency of mentee learning experiences.

Educate – mentor – nurture: improving the transition from initial teacher education to qualified teacher status and beyond

“…These comments highlight the importance of ongoing high-quality professional mentoring for ECTs, with 'people who choose to be mentors, rather than chosen' as stated by one Australian respondent. This raises complex issues around status, relationships, training, effectiveness, recognition and reward for skilled mentors (Mackie, 2020). High-quality mentoring must be integrated into longer-term professional development of new teachers, including during the NQT year and beyond.…”

Partnership within the Context of Mentoring Initial Teacher Education Students in Scotland: Progress or Maintaining the Status Quo?

“…Figure 1.1 (below) summarises the key themes around these four relationships with regard to how participants understand mentoring in terms of who it involves and the extent of this involvement. School management mentor/class teacher mentor/mentee and class teacher mentor/mentee relationships are explored in previous articles focused on micro-level within placement school relationships (Mackie, 2017;Mackie 2020). With reference to partnership in ITE, this article focuses on understandings about relationships between local authority and school, and between school and university within the mentoring process.…”

“…As such, beginner teachers foster the professional learning of their mentors through collaborative strategies such as collegiate planning, sharing ideas and offering feedback (ibid.). In this respect, mentoring may be viewed as a collaborative partnership between mentors and beginner teachers aimed at promoting reciprocal professional learning (Mackie 2020).…”

Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships

“…Learning to teach is complex and mentoring is central to this endeavour. Pre-service teachers benefit considerably by establishing relationships with quality mentors who are part of the teaching community with acute understanding of the challenges faced in the classroom (Hargreaves & Fullan, 2000; Harrison et al, 2005; Mackie, 2020). Mentors assist pre-service teachers translate theory (university-based learning) to practice (professional experience) by providing knowledge of their classroom context including professional duties, individual student needs, effective classroom management and pedagogy (Hashweh, 2013; Knoblauch & Woolfolk Hoy, 2008).…”

“…Contemporary mentoring practice features collaboration (rather than more traditional power/powerless relationships that hinder development) in order to improve pedagogical practice and address key issues such as social justice and equality (Hargreaves, 2000). Researchers have advocated for consistent and quality mentoring opportunities for pre-service teachers to learn their pedagogical craft so as to better support their induction into the profession (Becher & Orland-Barak, 2018; Mackie, 2020). While school-based mentors do not view themselves as teacher educators (Livingston, 2014), their influence on their mentees is profound.…”