Helping Novices Learn to Teach

Abstract

There is growing interest in the problem of teacher induction and widespread support for the idea of assigning experienced teachers to work with beginning teachers. Still, we know relatively little about what thoughtful mentor teachers do, how they think about their work, and what novices learn from their interactions with them. This article describes how one exemplary support teacher defines and enacts his role with beginning teachers. On the basis of 10 hours of interview data and 20 hours of observational data, the article illustrates specific principles and strategies that shape Pete Frazer's mentoring practice and discusses how he learned to do this kind of work. As a close study of thoughtful practice, the article offers a vision of "educative" mentoring and some ideas about the conditions needed to sustain it.

Pre-Service Beginning Teachers’ Beliefs, Expectations and Other Teacher Preparation Issues of the Practicum at the University of Trinidad and Tobago

“…The supportive works of Reiman and Parramore (1994) Indeed, such provision of on-site support and guidance during the beginning years helps novice teachers cultivate skills and habits that enable them to learn in and from their own practice. Such 'educative mentoring', according to Feiman-Nemser (2001), helps the new teachers blend theory with practice and fosters a principled understanding of teaching.…”

“…Other research studies on the importance of the collaboration between the novice teachers and the mentors focus on the need to cultivate 'expert' teachers and advisors who can be exemplars and models for novice teachers to help them develop positive self-esteem, a feeling of confidence, enthusiasm and care for all children so that all will have equal chances to achieve and flourish (Leinhardt and Greeno, 1986). These exemplars, both from the practicing schools and the university and other tertiary institutions, will be involved in 'educative mentoring' (Feiman-Nemser, 2001), will be able to give professional and emotional support (Little, 1990), and reflective feedback, both oral and written (McMahon, 1997;Hattie and Timperly, 2007;Uhlenbeck, Verloop, and Beijaard, 2002), so that novice teachers will have a clear focus and direction for future professional practice. In this way they will develop broad conceptions of teaching and make sense of the students and classroom and how their understandings influence the decisions they make.…”

“…Indeed, these comments by the novice teachers on the lack of coherence of the content and pedagogy of the practicum are not uncommon in pre-service teacher preparation programs. Some researchers have noted that conventional pre-service teacher education, in many instances, is characterized by fragmentation, weak pedagogy, lack of articulation among courses and field experience and an absence of a set of organizing themes, shared standards and clear goals ( Zeichner, 1992;Feiman-Nemser, 2001). Another researcher has advocated the need to have more reflective and action research courses so that the novice teachers can become critical thinkers and independent learners (Adler, 1991).…”

“…Some researchers have called for a more holistic practice-based approach (Hollins, 2011) so that there would be conceptual coherence that integrates subject matter competence with field experience with the focus on teachers as learners (Feiman-Nemser, 2001). Such holistic approach and balance between theory and practice would help beginning teachers translate their pedagogical content knowledge with the classroom context that should meet the standards and trustworthiness for accomplishing the desired outcomes for particular learners.…”

“…These beliefs constitute meaning that these novices have constructed on the basis of their personal experiences and cultural backgrounds (Hollins, 2011). While some research studies on teachers' prior beliefs make the point that these beliefs are resistant to change (Kagan, 1992), others argue that there are changes in beginning teachers beliefs and expectations over time (Feiman-Nemser, 2001). A number of related studies on teacher education have further explored the need to study novice teachers' beliefs, expectations and perceptions so that these beginning teachers may become more reflective in their professional practice (Wilson and I'Anson, 2006).…”