Supporting the Supporters of Novice Teachers: An Analysis of Mentors' Needs from Twelve European Countries Presented from an English Perspective

Abstract

This article is located within the wider European context of teacher development and is specifically concerned with the needs of those supporting novice teachers during the early stages in their professional career. Currently, induction systems across Europe are largely fragmented, locally based and with little transference of best practice. There is therefore a perceived need to develop a common focus on the specific needs of those supporting new entrants to the profession particularly with regard to improving the quality of teaching and learning, but also in terms of improving teacher recruitment and retention. This article reports the results of a needs analysis exercise which was conducted as part of a Comenius project (Teacher Induction: Supporting the Supporters of Novice Teachers in Europe). Data collection by means of semi-structured questionnaires involved a total of 282 practising teachers from 12 European member states and was supplemented by follow-up interviews. The aim was to identify key themes around which common support strategies for mentors assisting new teachers in their professional learning could be developed. These emerged as: the aspect of nurture; quality assurance and accountability; reflective practice; collaborative learning communities; and interpersonal and communicative competence. The data generated revealed a high diversity in terms of respondents' perceptions of the multiple aspects of the mentoring role and the tensions inherent and reflected the idiosyncratic nature of the various educational contexts. As such the findings highlight the need for developing a common focus on mentor training and development for those supporting novice teachers and promote the values and principles underpinning a democratic professionalism.

External mentoring for new teachers: mentor learning for a change agenda

“…The challenges involved in changing mentors' beliefs about mentoring have been explored by Lejonberg et al (2015) who highlight the persistence of beliefs 'based on one's own practice' (p. 144) and the need for mentor development programmes that can challenge mentors' existing belief systems. Mentor development however, frequently falls short of achieving this and Jones (2009) claimed that mentors are often under-prepared to fulfil the complexities and demands of the role of teacher educator. Recent policy recommendations in the UK indicate a growing focus on the role of mentors in early teacher development (see Donaldson's (2011) recommendations for mentor development to support induction in Scotland, and DfE (2016) National Standards for school-based Initial Teacher Training mentors).…”

“…Recent policy recommendations in the UK indicate a growing focus on the role of mentors in early teacher development (see Donaldson's (2011) recommendations for mentor development to support induction in Scotland, and DfE (2016) National Standards for school-based Initial Teacher Training mentors). These developments however, have been made with inadequate attention to the complexities of mentor learning as identified by Jones (2009) especially in widescale national contexts. A notable exception has been the 'full release model' (Moir and Bloom, 2003) started in Santa Cruz in the United States, which seconds practising teachers for three years to become external mentors for new teachers in their local districts.…”

Mentoring Beginning Teachers to Enact Discussion-based Teaching

“…Ballantyne, Hansford, & Packer, 1995;Jones, 2009;Klug & Salzman, 1991). Mentoring beginners toward a complex new practice requires a learning stance of a teacher educator who is not afraid to take on a leadership role in the school.…”

How do teacher mentors perceive their role, does it matter?

“…Research into the mentoring process of pre-service teachers maintains that mentoring is one of the primary factors that determine the success of the novice teachers at the initial stages of their teaching experience (He, 2009). However, there is no consensus about the role definition of mentoring (Young et al, 2005) and the fact that no generalisations can be made might lead practitioners to the conclusion that "anything goes" (Cain, 2009) and any "good teacher" could be a mentor (Jones, 2009). Actually, it is reported that cooperating teachers are oftentimes poorly prepared for their work with student-teachers (Goodfellow, 2000).…”