Cultivating relationships with school placement stakeholders: the perspective of the cooperating teacher

Mentoring PE Student Teachers in Wales: Lessons from a Systematic Review of the Literature

“…To enable greater transparency, a consistent or more thorough explanation of terminology is needed. Being explicit about the nature of the mentoring role within individual ITE programmes was suggested to be an effective condition to ensure consistency of mentoring provision (Young and MacPhail, 2016).…”

“…Three core themes were adopted under the mentoring models, including reference to: i) theoretical models (four papers), ii) approaches to mentoring (eight papers) and iii) student voice (one paper). There was some reference made to existing models of mentoring practice: Levy and Johnson (2012) investigated and adapted a situational supervision model, whilst Young and MacPhail (2016) and Jones et al (2018) recognised the developmental aspect of training by suggesting that a mentor may employ a 'master/apprentice' model initially and move towards a 'co-enquirer' model. Chambers et al (2012) created a hybrid model, informed by research resulting in the intersection of five theoretical models to explain factors influencing mentor pedagogy and how they facilitate their mentees learning needs at different stages of development.…”

“…Two further core categories were identified relating to developing student teachers' sense of identity (four papers) and creating learning communities (eight papers). Relational attributes were identified as important for helping to create an environment where student teachers can be guided and supported to develop their teaching abilities, whilst developing in a learning community (Faucette and Nugent, 2012;Young and MacPhail, 2016;da Cunha et al, 2014). Albuquerque et al (2014) suggest that a supportive developmental process helps to nurture a sense of identity in the student teacher.…”

“…It is evident in the three theoretical models identified that there is a need for mentors to appreciate the student teacher's stage of learning, which varies depending on the context (Chambers et al, 2012;Levy and Johnson, 2012;Ambrosetti et al, 2014). Young and MacPhail (2016) and Jones et al (2018) recognise this developmental aspect of professional learning by suggesting that a mentor may employ a 'master/apprentice' model initially and move towards a 'co-enquirer' model. Jones et al (2018) and Wrench and Paige (2019) investigated how mentors engaging in learning conversations with student teachers can encourage enquiry which is important as they become more autonomous and confident.…”

“…They concluded that verification of the impact of a system that selects and trains its mentors was necessary, but implied that this approach was the most effective in their initial study. In an attempt to support mentors, Young and MacPhail (2016) proposed the development of support materials, with the mentor role and expectations clearly defined, as well as providing information on the structure of the programme. A limitation of the paper is that it did not verify the impact of the documentation on developing mentor effectiveness.…”