Mentoring Expectations and Experiences of Prospective and Cooperating Teachers during Practice Teaching

Investigar la práctica pedagógica en la formación inicial de maestros

“…El enfoque de sistematización de experiencias o evaluación de propuestas prevalece sobre otros, de manera que, escasean los trabajos que desde nuestro contexto aportan lecturas teóricas o epistemológicas sobre el problema de la práctica en los procesos de formación de maestros. Relatos autobiográficos Barreto, Mateus y Muñoz 2011;Chavarría y Echavarría, 2014;Páez et al, 2008Autorreflexión Ajayi, 2011Daniels et al, 2013;Schulz, 2005 Grupos reflexivos Bowman y Herrelko, 2014;Malkani y Allen, 2005 Diarios reflexivos Jiménez, 2010;Rakicioglu-Soylemez y Eroz-Tuga, 2014;Sagayo y Chacón, 2006Entrevista Binks et al, 2009Göçer, 2013;Herrera y Larios, 2012;Madlela, 2015;Pérez et al, 2006Encuesta Cometta, Domeniconi, et al, 2005Quintero, 2008;Quintero y Duque, 2010Observación Göçer, 2013Harrison et al, 2005;Joseph y Heading, 2010;Mannathoko, 2013Bitácoras Harrison et al, 2005 Acompañamiento a grupos de prácticas profesionales Harrison et al, 2005;Villa Holguín, 2013 Escalas Likert Gallego et al, 2006 Grupo Arenas et al, 2015 Estado del arte Bolaño, 2014;Lawson et al, 2015 Fuente: elaboración propia.…”

What Type of Feedback do Student Teachers Expect from their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers

“…Among the important aspects of the practicum experience, the mentoring relationship between school mentors and student teachers is crucial (Wang & Odell, 2002;Weasmer & Woods, 2003;Hobson et al, 2009;Delaney, 2012;Myers & Anderson, 2012;Fletcher & Mullen, 2012;Kemmis et al, 2014;Rakicioglu-Soylemez & Eroz-Tuga, 2014;Aspfors & Fransson, 2015). Mentoring as a means of supporting the professional learning and development of student teachers represents a vital component in all teacher education programmes as mentors' feedback plays an important role in shaping the professional identity of candidate teachers (Pekkanli, 2011).…”

“…Further research into the nature of mentorship is actually needed to improve the quality of the existing mentoring practices (Maphalala, 2013). Although many research studies emphasize the importance of the practicum experience (Fairbanks et al, 2000;Clarke, 2001;Osam & Balbay, 2004;Kiraz & Yildirim, 2007), very few studies in fact address student teachers' needs and expectations of school mentors during practicum Damar, 2013;Rakicioglu-Soylemez & Eroz-Tuga, 2014). Although mentoring from expert or experienced teachers has a fundamental influence on the student teachers' professional preparation, mentors' feedback should adequately respond to student teachers' professional concerns and needs.…”

Being “adopted” into a teaching community

“…Scholars have noted that field placement structures and durations among preparation programs worldwide vary widely (Darling-Hammond, 2009; Heck and Bacharach, 2015/2016; Ronfeldt, 2012; Ronfeldt and Reininger, 2012; Spooner et al , 2008; Villegas-Reimers, 2003). Yet, these real-world experiences are considered an essential component to teacher preparation (Bradbury and Koballa, 2008; Butler and Cuenca, 2012; Darling-Hammond, 2009; Ferrier-Kerr, 2009; Izadinia, 2016; NCATE, 2010; Rakicioglu-Soylemez and Eroz-Tuga, 2014; Roegman et al , 2016; Villegas-Reimers, 2003; Zeichner, 2002).…”

“…Greater consideration of such relationships “[…] might help improve understanding of the mentoring process and offer the prospect of more effective mentoring in practice” (Hawkey, 1997). Scholars suggest that there is a need for the roles and responsibilities of mentor teachers in these relationships to be clearly defined (Butler and Cuenca, 2012; Ferrier-Kerr, 2009), for the intricacies of mentoring to be examined (Stanulis and Russell, 2000), for mentor/mentee expectations to be identified (Ferrier-Kerr, 2009; Rakicioglu-Soylemez and Eroz-Tuga, 2014; Roegman et al , 2016), and for teacher preparation programs to develop structured support for field-based mentors (Bradbury and Koballa, 2008; Izadinia, 2016; Stanulis and Russell, 2000).…”