The genesis of mentors’ professional and personal knowledge about teaching: perspectives from the Republic of Ireland

Clarke, Marie; Killeavy, Maureen; Moloney, A. C.

doi:10.1080/02619768.2012.755513

Cited by 32 publications

(25 citation statements)

References 12 publications

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“…Her findings are in tune with later research in many countries and educational systems (e.g. Hoekstra et al, 2007;Zwart et al, 2007;Avalos, 2011;Beach & Bagley, 2013;Clarke et al, 2013;Hogan, 2013).…”

Section: Implications For Teacher Education Policiessupporting

confidence: 82%

Encouraging Imagination and Creativity in the Teaching Profession

Griffiths

2014

European Educational Research Journal

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In this paper I argue that an important task of career-long teacher education is the encouragement of imagination and creativity in experienced teachers. The task implies a reversal of the managerialism that currently afflicts so many European education systems. I begin by giving an analysis of pedagogical relationships to expose some of the reasons that teaching is an extraordinarily complex activity, which it is difficult to do well. Indeed it is so complex that it is not something that can be learnt in advance of experience. Therefore early-career teachers need to develop their skills before they can become fully competent.However experience is not enough on its own. To become excellent -that is, more than proficient -requires a career-long commitment to self-cultivation as teachers. Part of the reason that the commitment needs to be career-long is that teaching contexts are in a continual state of change, and teachers need to adapt through a process of self-cultivation. In the rest of the paper I go on to argue that the second of these approaches is the one that will ultimately benefit the economy of the country, where 'economy' is understood in its full (original) moral sense as referring to the well-being and flourishing of all the people. I suggest that openness in teachers will encourage them to support creativity and imagination in their students, who may then contribute to the economies of their countries, in both the narrower and wider senses of the term. I ground the argument by considering 1 the affordances offered by two contrasting teacher-education policies in the UK (England and Scotland), briefly putting them in their European and global context. 2

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Section: Implications For Teacher Education Policiessupporting

confidence: 82%

Encouraging Imagination and Creativity in the Teaching Profession

Griffiths

2014

European Educational Research Journal

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“…Mentor teachers' knowledge of mentoring and learning to teach is above all practical knowledge. It is practice-oriented (Aspfors & Fransson, 2015), intimately tied up with and embedded in their teaching practice and their professional identities as teachers and mentors within their school culture (Kwan & Lopez-Real, 2010), and it derives from personal experiences with their mentees, colleagues, teaching, learning to teach, and personal life experiences in general (Clarke, Killeavy, & Moloney, 2013). At the same time, however, mentoring in Initial Teacher Education is increasingly seen as a professional practice that requires mentors to ' … draw from their strategic knowledge of teaching and learning to teach and their knowledge of their novice as a learner to create appropriate learning opportunities. '…”

Section: Mentor Teachers' Practical Knowledgementioning

confidence: 99%

Mentor teachers’ views of their mentees

Ginkel

Drie

Verloop

2018

Mentoring & Tutoring: Partnership in Learning

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Mentor teachers' views of their mentees Gisbert van Ginkel a , Jannet van Drie b and Nico Verloop c a radboud teachers academy, radboud university, nijmegen, the netherlands; b research institute of Child Development and education, university of amsterdam, amsterdam, the netherlands; c iCLon graduate school of teaching, Leiden university, Leiden, the netherlands ABSTRACT Successful mentoring relationships are essential for novice teachers entering the teaching profession. The success of the mentoring process depends in large part on the diagnostic abilities of the mentor, but there is little research on how mentor teachers view their mentees. In this small-scale study, we explored how 11 mentor teachers describe similarities and differences between their mentee teachers. We found that mentor teachers' descriptions predominantly relate to differences in personal engagement with pupils, identifying as a teacher, perfectionism and self-confidence. Mentors tended to describe these differences in terms of traits and dispositions. We provide suggestions for addressing this issue in mentor preparation and for using findings in mentor training, and we provide a conceptual framework for future studies of mentor teachers' views of their mentees. High diagnostic ability is a distinctive feature of both successful teaching and mentoring (Schwille, 2008). In teacher mentoring, it requires professional knowledge of mentee teachers as adult learners (Reiman & Thies-Sprinthall, 1998). Successful mentoring relationships are considered essential for novice teachers to survive their initial teaching experiences, develop their teaching competencies, and define their teaching lives (Fairbanks, Freedman, & Kahn, 2000; Long et al., 2012; Marable & Raimondi, 2007). Precondition for such successful mentoring relationships is a good match between mentor and mentee. Therefore, mentor teachers are expected to attend to the different and individual needs of their mentee teachers (Bullough, 2012). These different needs may derive from mentee's different learning preferences, teaching concerns, stages of development, readiness levels regarding various teaching competencies, tensions in professional identity formation, images and beliefs about teaching, and goals and expectations concerning the mentoring relationship

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“…Studies indicate that mentors’ knowledge is grounded mainly in their professional and personal experiences (Clarke et al, 2013). This could explain why mentors in our study consider factors affecting their subject matter domain in contexts to which they feel accountable professionally and personally.…”

Section: Discussionmentioning

confidence: 99%

“…ITE mentors’ knowledge focuses on “which candidates should become teachers, on how pupils’ learning is central, and on how mentors and novices can perceive of teaching as a collective responsibility” (Parker-Katz & Bay, 2008, p. 1259). Specifically, their knowledge about teaching is practice oriented and is grounded in their professional and personal experiences (Clarke, Killeavy, & Moloney, 2013). Mentors’ knowledge was also found to be bi-level, targeting both students and teachers (Achinstein & Athanases, 2005).…”

Section: Introductionmentioning

confidence: 99%

Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education

Becher

Orland‐Barak

2017

Journal of Teacher Education

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This article explores the contextual factors that shape mentoring practice in Art Initial Teacher Education. Based on in-depth interviews, nonparticipant observations and stimulated recall interviews with participants, we examine how various factors related to the context of mentors’ work influence their approaches to subject matter mentoring. Adopting a discursive stance to mentoring, we use critical discourse analysis to expose connections between mentors’ language, ideas, and beliefs and the broader context of subject matter mentoring. In each mentoring setting studied, the analysis surfaces distinctive contextual factors that are grounded in mentors’ interpretations of the roles and functions of their subject matter domains. We show how these factors inform mentors’ perceptions of the purposes and processes of mentoring and their enactments in practice. Our findings offer an extended perspective to subject matter mentoring and new directions for thinking about context in mentoring. Implications for mentor preparation and selection are discussed.

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The genesis of mentors’ professional and personal knowledge about teaching: perspectives from the Republic of Ireland

Cited by 32 publications

References 12 publications

Encouraging Imagination and Creativity in the Teaching Profession

Encouraging Imagination and Creativity in the Teaching Profession

Mentor teachers’ views of their mentees

Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education

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