Working together within a system: educative mentoring and novice teacher learning

Wexler, Lindsay Joseph

doi:10.1080/13611267.2019.1583406

Cited by 19 publications

(23 citation statements)

References 34 publications

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“…Further research is needed to investigate how specific models of professional development can prepare teachers to enact mentoring practices in educative ways . Furthermore, research examining how student teachers specifically benefit from working with mentors prepared to enact educative practices is needed (Wexler, 2018). Finally, how does mentor teachers' teaching change as a result of engaging in educative mentoring (Marciano et al, 2018)?…”

Section: Concluding Insightsmentioning

confidence: 99%

Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes

Stanulis

Wexler

Pylman

et al. 2018

Journal of Teacher Education

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Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. We report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although we introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped us craft the definitions we present in our findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.

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Section: Concluding Insightsmentioning

confidence: 99%

Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes

Stanulis

Wexler

Pylman

et al. 2018

Journal of Teacher Education

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“…Critically reflective practice encourages student teachers to improve and strengthen their learning and teaching skills and engage in critical perspectives on their practices (McDonald, 2004;Robertson, 2009). Critical reflection also empowers individuals to evaluate their practice and consider possibilities, developing new understandings that can advise and strengthen their practice (Wexler, 2019). Being involved in critical reflection aids practitioners to grow, learn and consider ideas from different perspectives, exploring views that could differ from their own (Jarvis, 1992).…”

Section: Literature Reviewmentioning

confidence: 99%

Critical reflection and authentic mentoring relationships in Initial Teacher Education.

Polley

2022

teacherswork

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This article argues that mentoring relationships between student teachers and lecturers can be enhanced when lecturers participate in personal critical reflections of their role and practice. Current literature acknowledges the need for successful practice-based mentoring and assessment relationships, with students stating these relationships support their professional growth. Mentoring is defined as a connection that encompasses nurturing, guiding, and encouraging. The Initial Teacher Education (ITE) lecturer role includes supporting a student teacher to develop their own understandings of critical reflection however the journey of reflection must begin with the lecturer. Lecturers using this approach to mentoring relationships will cultivate authentic and meaningful connections for student teachers, leading to successful outcomes. This article explores why lecturers themselves must engage in critical reflection when mentoring student teachers in Early Childhood Education (ECE) ITE. This article reflects concepts gathered from the research I completed towards a master’s degree that explored mentoring and power relations within ECE ITE, specifically focussing on the relationships between student teachers and their lecturer mentors. Reflections on my research and the implications these reflections have for my current role and practice as an ECE ITE lecturer will be explored within this article.

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“…Schools are complex organisations, with considerable policies and procedures that can challenge anyone working in such environments (Butt, 2016). Induction programs are advocated for beginning teachers to educate around policies, procedures, practices, and staff roles and responsibilities (Wexler, 2019). Preservice teachers may also experience an induction, usually presented by the mentor teacher or leadership team who can aid an understanding about the operations within a school (e.g., Nallaya, 2016).…”

Section: School Readymentioning

confidence: 99%

“…Knowing the various staff and their roles can aid them to gain information from an experienced and knowledgeable person. Having a school induction that includes an orientation and ongoing information about the school will support their readiness for teaching in that particular school setting (Wexler, 2019). In many schools, the orientation is often delivered by the school leadership team.…”

Section: School Readinessmentioning

confidence: 99%

An Exploration of Preservice Teacher Readiness for Teaching in Rural and Remote Schools

Hudson¹,

Young²,

Thiele³

et al. 2020

AIJRE

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Preparing teachers for rural and remote (RR) schools in Australia appears to be an ongoing issue with many schools continuing to experience staff shortages. This research aimed to understand preservice teachers' (n=23) perceptions of their readiness for teaching in RR schools within four theoretical constructs, namely: self, classroom, school, and community. Following a RR professional experience, preservice teachers completed a literature-based Likert scale survey with written response questions to investigate their readiness for teaching in RR communities within the four constructs. Results showed that more than 80% of participants indicated self-readiness for teaching; yet, work recognition (70%), discussing career goals (65%), and having wellbeing supported (61%) had lower percentages. Classroom readiness was indicated by 83% or more of the preservice teachers for seven of the eight items; however, less than half claimed they had trust in the leadership for school readiness. Community readiness had percentages lower than 80% across the eight associated items. The results suggested preservice teachers can be supported during professional experience to promote teaching in RR contexts as a way to overcome teacher shortages.

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Working together within a system: educative mentoring and novice teacher learning

Cited by 19 publications

References 34 publications

Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes

Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes

Critical reflection and authentic mentoring relationships in Initial Teacher Education.

An Exploration of Preservice Teacher Readiness for Teaching in Rural and Remote Schools

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