Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching

Abstract

The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers' expectations for teacher development, mentoring relationships, and mentoring strategies differed across all three clinical settings. In addition, their confidence, their relationship with mentees, and their mentoring strategies were influenced by two features of the clinical setting: (a) the amount of time for mentoring interactions, and (b) the expectations for the mentee. To improve mentoring, the authors recommend (a) lengthening clinical experiences, (b) providing support for creating positive relationships, and (c) providing professional development specific to each of the three clinical settings.

Becoming a teacher of early reading: charting the knowledge and practices of pre‐service and newly qualified teachers

“…This differed from the restrictions felt by NQTs in a secondary school environment (Cooper & He, ; McIntyre & Jones, ) and may have been a result of the sole responsibility that most primary teachers in England have for their classes. However, it was clear that problems of isolation, anxiety and lack of support were an issue for this group of participants in common with the withdrawal of mentor support found in other NQT studies internationally (Gut et al, ; Kane & Francis, ; Keay, ).…”

“…Internationally, improving quality in initial teacher education (ITE) is often cited as a way of improving outcomes for pupils in schools (Beauchamp et al, ; Carter, ; Darling‐Hammond, ). In addition, the experiences of newly qualified teachers (NQTs) during their induction year are also understood to contribute to their confidence and effectiveness (Gut et al, ; Haggarty & Postlethwaite, ; Hobson, ; Kane & Francis, ; Piggot‐Irvine et al, ). However, in the high stakes climate of early reading instruction in England, only one study has specifically investigated the impact of ITE and induction.…”

Field Experiences in Literacy Teacher Preparation: A Snapshot of Current Practices

“…During these planning sessions, literacy teacher educators and classroom teachers work together to design field experiences that support preservice teachers' ability to "draw meaningful connections between the theoretical concepts covered in their coursework and the practical realties of working with children" (Kosnik, Menna, Dharamshi, & Beck, 2018, p. 113). By clearly communicating with one another, literacy teacher educators and classroom teachers cultivate precise understandings of their role, expectations for interactions, and effective strategies that support the professional growth of preservice teachers (Gut, Beam, Henning, Cochran, & Knight, 2014).…”

Öğretim Üyeleri İçin Mentorluk Yetkinliğini Değerlendirme Ölçeği’nin Türkçeye Uyarlanması: Geçerlik Ve Güvenirlik Çalışması

“…Çünkü yeni işe başlayan öğretim elemanları üniversitenin kültürüne, politika ve prosedürlerine, eğitim müfredatına alışık değildir. Bu süreçte öğretim elemanlarının uyumlarının daha hızlı olması ve daha yüksek başarılara ulaşmaları deneyimli öğretim üyeleri sayesinde gerçekleşecektir (Gut, Beam, Henning, Cochran, & Knight, 2014 (Noe, 1988;Özkalp, Kırel, Sungur, & Cengiz, 2006).…”