The Many Faces of Mentor-Mentee Relationships in a Pre-Service Teacher Education Programme

Abstract

Different schools of thoughts concerning the conceptualization of the role of the mentor point at different dimensions within the role. It is suggested that assumptions and beliefs about the nature of teaching and learning provide the rationale for the mentors’ approaches. The notion of idiosyncrasy of mentoring and the complexity of the mentor-mentee relationship has challenged the study of 15 pairs of student teachers and their mentors’ perceptions on the role of the mentor. The study also identifies types of relationships that transpire within pairs. The study was conducted in a pre-service teachers’ programme in a teacher education college in Israel. Findings indicate that there is no great dispute between mentors and mentees on the mentoring role. However, the types of relationships that have been identified highlight the com- plexities that mentorship entails and arouse critical questions concerning the benefits of the mentoring process. It has been concluded that mentoring is a dynamic non-linear process which requires mentors and mentees to adapt to contextual situations. It is suggested that more attention must be given to preparing students and mentors for their roles in the practicum

Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

“…Common literatures on mentoring generally understand that the role of mentoring is associated to a mentor teacher's efforts to provide guidance, advice, and encouragement to an inexperienced mentee (novice teacher) in their induction process to appreciate the culture of teaching profession within school contexts (Ambrosetti, 2014;Leshem, 2012;Richter et al, 2013). This guidance is not exclusive to merely support pre-service teachers in their practicum but also to constructively reshape their beliefs to develop their potentials as teachers (Ambrosetti, 2014;Leshem, 2012;Richter et al, 2013).…”

“…This guidance is not exclusive to merely support pre-service teachers in their practicum but also to constructively reshape their beliefs to develop their potentials as teachers (Ambrosetti, 2014;Leshem, 2012;Richter et al, 2013). The mentors' supports are expected to empower the teacher identity of the pre-service teachers by facilitating them in building up and critically challenging their own beliefs and assumption about teaching (Leshem, 2012).…”

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

“…Anxiety and fear around modeling lessons for students and limited time for mentoring have been documented elsewhere (see, for example, Hagger & McIntyre, 2006;Kiggundu & Nayimuli, 2009;Leshem, 2012;Mukeredzi & Mandrona, 2013).…”

“…Mentors are expected to be aware of when to stand back, and the student teacher must be willing and prepared to tackle some tasks alone, displaying willingness to demonstrate that they are made of the "right material." Leshem (2012) points out that student teachers often want to learn, and do so best when they feel free to express and choose their own direction and engage in experimentation. When mentors are able to do this, then they fulfill a dual role of teacher and learning facilitator.…”

“…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.…”