Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator

Grimmett, Helen; Forgasz, Rachel; Williams, Judy; White, Simone

doi:10.1080/1359866x.2018.1437391

Cited by 41 publications

(20 citation statements)

References 23 publications

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“…Such approaches might emphasise dialogic conversations (see Grimmett, 2016; Willis, 2016) in and between university and school classrooms (e.g. Grimmett et al ., 2018; Willis et al ., 2018). These would allow preservice teachers to generatively discuss, interrogate and re/construct the standards together with practising teachers, school leaders and teacher‐educators to increase their potential for achieving professional agency in different settings and contexts.…”

Section: Discussionmentioning

confidence: 99%

Preservice teacher perceptions of preparedness for teaching: Insights from survey research exploring the links between teacher professional standards and agency

Willis

Shaukat

Low‐Choy

2021

British Educational Res J

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In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first-and second-year preservice teachers in a graduate-entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers' responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short-answer responses. Our analyses hypothesised about possible links between the preservice teachers' responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers; setting objectives for all students with different backgrounds; and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards-integrated initial teacher education programme approaches; preservice and early-career teacher professional learning needs; and future research opportunities, which include using innovative methodologies and conceptual frameworks.

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Section: Discussionmentioning

confidence: 99%

Preservice teacher perceptions of preparedness for teaching: Insights from survey research exploring the links between teacher professional standards and agency

Willis

Shaukat

Low‐Choy

2021

British Educational Res J

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“…Unlike a lecture setting, whereby student teachers are likely to take advice provided by lecturers, from mentors they get to practise their advice. As a result, when advice turns out to be efficient, these student teachers are likely to hold it with more regard than a situation where they do not get to try out the advice (Grimmett et al 2018). Additionally, mentor education programmes create an opportunity for the empowerment of decision-making.…”

Section: Reasons For Mentor Educationmentioning

confidence: 99%

Mentoring for school-based teacher education

Margevica-Grinberga

Odiņa

2021

CJES

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Due to the shortage of teachers at schools, the Ministry of Education and Science in Latvia has devoted special attention to fast track of teachers to teaching starting new teacher education project to attract capable and motivated professionals from various fields to the work of a teacher. This also raised the necessity for the development of programme and training competent teachers to act as mentors in school-based teacher education programme. The study aimed to explore and evaluate mentor education in the context of work-based (school-based) initial teacher education. The research sample consisted of 55 participants of mentor professional development programme and 2 mentor trainers. The data analysis of participants’ questionnaires, reflections, mentor trainers’ self-evaluations and feedback on participants’ assignments led to the guidelines for building partnership between schools and universities to promote a common understanding of school-based teacher education. Keywords: mentor education; school-based teacher education; student teacher; university-school partnership

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“…Moreover, emerging evidence is indicating that pre-service teachers who are supervised by instructionally effective supervising mentor teachers show enhanced capacity (Ronfeldt, Brockman, & Campbell, 2018). Engagement between university-based teacher educators and supervising mentor teachers is providing evidence that this interaction makes the developmental needs of pre-service teachers more overt and more connected to the interactions that characterise partnership activities, as well as shifting the discourse about preparing teachers from a deficit view to one of shared concern and care ( Grimmett, Forgasz, Williams, & White, 2018). Importantly, this raising of perspectives, priorities and shared practice is not confined to formal relationships but is acknowledged as highly influential, permeating all aspects of how school communities engage outwardly with their communities (Cornelissen et al, 2017)…”

Section: Quality Partnerships and Graduate Employabilitymentioning

confidence: 99%

Evaluating quality in professional experience partnerships for graduate teacher employability

Walker

Morrison

Hay

2019

JTLGE

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Over recent years, much has been said about the quality of Australian initial teacher education. Concerns about the preparation of pre-service teachers and the capacity of graduates to meet the demands of the classroom have re-emphasised professional experience as a fundamental component of high-quality teacher preparation. Simultaneously, this focus on professional experience has emphasised the importance of partnerships. Through policy, the formalisation of partnerships between initial teacher education providers and early learning centres and schools has been linked to quality assurance and auditing cycles which report on the ways that providers prepare graduates for teaching. The employability of suitably-prepared graduates and their early career traction are of particular interest to policy makers, regulators and teacher educators alike. As a result, establishing an evidence base for quality in professional experience partnerships is paramount. This paper reports on the evolution of a strategic partnerships model between one provider and its growing network of partner schools. This model has been developed through a comprehensive evaluation process, examining the nature of formal partnerships and the outcomes associated with them. Data presented here highlights outcomes identified by stakeholders as influential and enacted through formal partnerships. Analysis of data also emphasises ongoing priorities for partnership development, implementation and evaluation, collectively understood to be closely connected to graduate employability.

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Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator

Cited by 41 publications

References 23 publications

Preservice teacher perceptions of preparedness for teaching: Insights from survey research exploring the links between teacher professional standards and agency

Preservice teacher perceptions of preparedness for teaching: Insights from survey research exploring the links between teacher professional standards and agency

Mentoring for school-based teacher education

Evaluating quality in professional experience partnerships for graduate teacher employability

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