Opportunities of the collaborative mentoring relationships between teachers and student teachers in the classroom

Abstract

This article explores the views of teachers, student teachers and university tutors about the opportunities of the collaborative mentoring relationships between teachers and student teachers. A qualitative approach was employed to conduct the study using a semi-structured type of interview with teachers, student teachers and university tutors. Data collected were analysed thematically and discussed. Findings indicate that the collaborative mentoring relationships provide opportunities for learning from different perspectives and learning opportunities for children, among others. The article concludes by highlighting some implications of the findings for the collaborative mentoring relationships between teachers and student teachers to be enacted effectively without limiting children’s learning.

Mentoring in a Cohort Model of Practicum: Mentors and Preservice Teachers’ Experiences in a Rural South African School

“…Despite this evidence, it is also believed that as learning is individualistic, good teachers can work individually to achieve education goals. This perhaps, justifies the argument that mentoring should be studied constantly within specific contexts (Aderibigbe, 2013). Against this backdrop, this article addresses the following research question:…”

“…Much has been documented about mentoring students on TP in extant literature (Aderibigbe, 2013;Kaasila & Lauriala, 2010;Leshem, 2012). However, this literature is seemingly dominated by a focus on mentors and students' experiences in isolation.…”

“…However, students view this process as the best way to acquire teacher professional knowledge and competence and it also provides a "protected" opportunity for experimentation and socialization within the profession (Leshem, 2012). Aderibigbe (2013) contends that the process assists preservice teachers to be proficient with pedagogical and management skills vital for effective lesson coordination. However, mentoring should help students not only to manage learning but also to explore, interpret, and explain the "how" and "why" of what happened which then flows into the next stage of the teaching cycle, (re)planning of the next lesson (du Plessis, 2013).…”

Collaborative Mentoring Pedagogy in Initial Teacher Education: Lessons from a Scottish Context

“…Literature indicates mentoring fosters the professional development of student teachers, early career teachers, and experienced teachers (Aderibigbe, 2013;Aspfors & Bondas, 2013;Kutsyuruba, 2012). It is also reported that mentoring between teachers and student teachers underpinned by collaborative philosophy aids students' learning (Aderibigbe, 2013).…”

“…Literature indicates mentoring fosters the professional development of student teachers, early career teachers, and experienced teachers (Aderibigbe, 2013;Aspfors & Bondas, 2013;Kutsyuruba, 2012). It is also reported that mentoring between teachers and student teachers underpinned by collaborative philosophy aids students' learning (Aderibigbe, 2013). Not surprisingly, collaborative endeavors between teachers and student teachers are seen as an integral component of effective teacher education (Blase´, 2009;Hudson, 2013;Nevin, Thousand, & Villa, 2009).…”