Mentoring beginning teachers: professional learning for mentees and mentors

Shanks, Rachel

doi:10.1108/ijmce-06-2017-0045

Cited by 26 publications

(23 citation statements)

References 3 publications

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“…The issue of mentorship and its complexities has been discussed extensively in international research (Augustiniene & Ciuciulkiene, 2013;Hagger, McIntyre & Wilkin, 2013;Shanks & Shanks, 2017). In addition, the authors recognise the importance of critically examining the mentor-mentee relationship with specific focus on who this relationship best serves.…”

Section: Supervising Teachers As Mentorsmentioning

confidence: 99%

Voices from the classroom: Pre-service teachers’ interactions with supervising teachers

Moosa

Rembach

2018

PiE

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Teaching practice is an important requirement to acquire a teaching qualification from South African universities. During teaching practice, it is customary for supervising teachers to guide and evaluate the students' performance. However, very little is known about how the interaction with supervising teachers influences the students' views about the teaching profession. Forty finalyear Bachelor of Education students at the University of the Witwatersrand gave their consent to participate in a qualitative study using open-ended questionnaires. This research aimed to explore pre-service teachers ' voices, using Denise Batchelor's (2008;2006) research pertaining to conceptualisations of voice, namely, practical, epistemological and ontological, which were used to analyse the data. The findings suggested that pre-service teachers' pedagogical choices were linked to the supervising teachers' guidance. Many of the supervising teachers framed teaching as a profession that foregrounded administrative tasks and classroom management. Some of the supervising teachers' negative perceptions of the profession caused pre-service teachers to question their choice to become teachers. Another issue was that pre-service teachers wish to feel welcomed and supported at schools, but most experienced a lack of mentorship from their supervising teachers. We recommend that supervising teachers attend workshops and courses on how to mentor pre service teachers.

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Section: Supervising Teachers As Mentorsmentioning

confidence: 99%

Voices from the classroom: Pre-service teachers’ interactions with supervising teachers

Moosa

Rembach

2018

PiE

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“…Formal mentoring programs help establish collegial norms and facilitate the engagement of new teachers in the life of the schools and in the professional learning structures, such as school learning communities (Kutsyuruba, 2012). As Shanks (2017) pointed out, “Mentoring in teacher education often has the dual aims of personal support and professional learning because the mentee receives assistance to assimilate into a new role as well as to develop instructional skills” (p. 159). Better understanding of mentorship programs with teacher education programs could help with transitioning into a mentorship model with early career teachers.…”

Section: Introductionmentioning

confidence: 99%

The well-being of the early career teacher: a review of the literature on the pivotal role of mentoring

Squires

2019

IJMCE

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Purpose The purpose of this paper is to explore the extant literature with regard to the role of mentorship in promoting the well-being of early career teachers. Design/methodology/approach This paper was comprised of a review of the current literature. Key terms were used to identify initial sources. The search was narrowed further by using the Boolean operator AND to link key terms. Findings Much of the literature exploring mentorship and induction focuses on the formal structures and the targeted learning outcomes of the processes. However, the emotional and personal support afforded new teachers through the development of relationships with mentors is being recognized as contributing high value to the continued retention efforts. Although there are promising practices with regard to induction programs and formal mentorship arrangements in some schools, these practices are very scattered and may not even be equally well established within one school district. Research limitations/implications Implementation of models that are focused on personal and professional support of new teachers could provide an avenue of research examining teachers’ perceptions of well-being and resiliency. Longitudinal, pan-provincial and pan-national research is necessary for developing more support for systemic implementation of mentorship models. Originality/value While there is research identifying existing programs and induction models, this paper uses the lens of early career teacher well-being to point out promising practices and additional considerations for adopting a holistic approach to mentorship. This mentorship model may result in better personal and professional outcomes for new teachers.

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“…In fact, in a recent survey of CTs in Chicago, almost one fifth of CTs indicated that their primary reason for serving as a CT was because it helped them to improve as a teacher (Matsko, Ronfeldt, & Greene Nolan, 2019). This is further supported by a review of mentoring programs for novice teachers in the United Kingdom, where Shanks (2017) finds that mentors, in coaching novices, sometimes engage in the same kinds of critical inquiry and reflection as mentees, creating opportunities for learning for both parties. Thus, we test for lagged effects of serving as a CT on teachers' instructional performance in years after they mentored candidates.…”

Section: Contributions Of the Present Studymentioning

confidence: 92%

Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics

Ronfeldt

Bardelli

Brockman

et al. 2019

American Educational Research Journal

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Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally effective cooperating teachers (CTs). Yet teacher education program leaders indicate it can be difficult to recruit instructionally effective teachers to serve as CTs, in part because teachers worry that serving may negatively impact district evaluation scores. Using a unique data set on over 4,500 CTs, we compare evaluation scores during years these teachers served as CTs with years they did not. In years they served as CTs, teachers had significantly better observation ratings and somewhat better achievement gains, though not always at significant levels. These results suggest that concerns over lowered evaluations should not prevent teachers from serving as CTs.

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Mentoring beginning teachers: professional learning for mentees and mentors

Cited by 26 publications

References 3 publications

Voices from the classroom: Pre-service teachers’ interactions with supervising teachers

Voices from the classroom: Pre-service teachers’ interactions with supervising teachers

The well-being of the early career teacher: a review of the literature on the pivotal role of mentoring

Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics

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