The Role of Effective Mentors in Learning to Teach

Fairbanks, Colleen M.; Freedman, Debra; Kahn, Courtney J.

doi:10.1177/002248710005100204

Cited by 129 publications

(112 citation statements)

References 13 publications

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“…It has become such a global phenomenon in a number of social spheres that it needs careful scrutiny (Cullingford, 2006, p. xiii). Recently, the concept of mentoring has been highly charged because it has become systematic and imposed rather than an informal and individualized practice (Cullingford;Fairbanks et al, 2000). There are disparate uses of mentoring and certain components are important in the mentoring process which may differ from one setting to another (Conyers, 2004;Cullingford;Goldstein, 2004;Randi, 2004).…”

Section: Mentoringmentioning

confidence: 99%

“…Bova and Phillips' (1981) characteristics suggest both the protege and the mentor are not forced into the relationship; they are both voluntarily involved in the mentoring process. Others agree with Bova and Phillips that the relationship that develops between the mentor and the protege is an on-going process and takes time to develop (Fairbanks et al, 2000;Maynard & Furlong, 1993;McIntyre & Hagger, 1993, Vinz, 1996. Bova and Phillips also assert that the main reason people become mentors is to transfer their knowledge to a less experienced individual (i.e., the protege).…”

Section: Mentoringmentioning

confidence: 99%

“…Bova and Phillips point out the importance of the context of the organization and of the mentor as a role model sponsoring the protege within that organization. Fairbanks et al (2000) agree that mentoring consists of complex social interactions that mentor and proteges construct and negotiate for a variety of professional purposes in response to the contextual factors they encounter. Thus, according to Bova and Phillips, these characteristics are inherent to the mentoring relationship regardless of the type of organization in which it is implemented.…”

Section: Mentoringmentioning

confidence: 99%

“…In addition to being instructional models, mentors become a source of advice and a sounding board for concerns about teaching as they challenge the proteges to expand their thinking about their practice in order to guide their professional development (Fairbanks et al, 2000). There are other dimensions to the mentoring role, such as transferring skills with an understanding of their purpose and place, and assisting the new teacher in acquiring particular values and attitudes within the workplace (Harrison et al, 2006).…”

Section: Mentoring Practicesmentioning

confidence: 99%

“…The mentor must be skilled to mentor a beginning teacher to improve performance regardless of the pre-service or beginning teacher's skill level (Anderson & Shannon, 1988;Cullingford, 2006;Glazer & Hannafin, 2006;Rowley). There is no perfect blueprint for mentoring that can be applied to every teacher (Fairbanks et al, 2000;Rowley). Each protege has a unique learning style and personality.…”

Section: Mentoring Practicesmentioning

confidence: 99%

See 4 more Smart Citations

The perceptions of best mentoring practices in an early literacy intervention project : a case study of nine coaches

Castaneda

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Section: Mentoringmentioning

confidence: 99%

Section: Mentoringmentioning

confidence: 99%

Section: Mentoringmentioning

confidence: 99%

Section: Mentoring Practicesmentioning

confidence: 99%

Section: Mentoring Practicesmentioning

confidence: 99%

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The perceptions of best mentoring practices in an early literacy intervention project : a case study of nine coaches

Castaneda

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Teaching English language arts methods in the United States: a review of the research

Pasternak

Caughlan

Hallman

et al. 2014

Review of Education

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What is the state of the English education methods course in the 21 st century? Summarizing the research in English teacher education since the last major study (Smagorinsky & Whiting, 1995) of how English teachers are prepared, the authors review the state of the profession to examine trends in the field since the recent revision of the NCTE guidelines for teacher preparation, the redefinition of what constitutes methods coursework in and across programs, the rising numbers of culturally and linguistically diverse learners, the demands of assessment and accountability, and the integration of the field experience with content. The authors review research related to teaching reading strategies, integrating fieldwork with English education coursework, addressing standards in planning and teaching, meeting the needs of English language learners, and teaching with and about technology to determine how English teacher education is adapting to the demands of educating English teachers in the 21 st century. Members of a study group at the conference determined that the field of English education "encompasses three dimensions: (1) the teaching and learning of English, broadly and inclusively defined; (2) the preparation and continuing professional support of teachers of English at all levels of education; and (3) systematic inquiry into the teaching and learning of English" (CEE, 2008a, para 1). The summit attendees stressed that central to the task of teaching English is the education and support of English instructors who, in turn, will assist their own students "to be creative, literate individuals; contributors to the cultural, social, and economic health of their communities; and fully participating and critically aware citizens of our democracy in a complex, diverse, and increasingly globalized world" (CEE, 2008a, para. 2). KeywordsExemplifying these dimensions with a set of core values clarified in their position statement (CEE, 2008b), the summit writers underscored the importance of interweaving theory and practice to prepare students at all ages to be literate, empathic individuals.Concurrently, another group of CEE members at the Atlanta summit raised the related question, "What do we know and believe about the roles of methods courses and field experiences in English education?" They asserted that programs exhibit a set of related professional experiences that "foster a sense of authority, a spirit of inquiry, and a belief in the possibility of change among prospective and inservice teachers as well as English educators" (CEE, 2008b, para. 1), experiences that promote partnerships, professional communities, and an 4 awareness of the contexts in which learners learn. CEE members stressed that methods course work infuses "content, pedagogy, and professionalism and provides opportunities for practice, reflection, and growth" (CEE, 2008b, Beliefs statements on coursework, para. 1) and that methods classes include the teaching of instructional practices that recognize the social and cultural contexts of a...

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‘It may also be our own fault to think so, to limit them before even trying’: Assuming Learner Limitations during Materials Design in English Language Teacher Education

Carabantes

Paran²

2022

TESOL Quarterly

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Whilst the scholarship into language teaching materials and into language teacher education has gained considerable vitality since the mid-90s, the intersection of both fields has remained largely disconnected from one another from a research perspective. Bridging this gap, this study explores how a group of Chilean preservice teachers of English learn to design language teaching materials towards the end of their teacher education course. Drawing on the sociocultural framework of Activity Theory and using qualitative data from preservice teachers, teacher educators and mentoring teachers, it was possible to identify 'Assuming Learner Limitations' as one of the main rationales mediating the design of language teaching materials by the preservice teachers. The data also showed how this rationale emerged from the preservice teachers' disparaging beliefs about their learners, and how its development was promoted by the school mentors at the schools where they were doing their practicum, despite the teacher education course efforts to prevent its emergence. The study highlights the importance of addressing materials evaluation, adaptation and design in initial teacher education, and the need for conducting more research into the intersection of teacher education and materials development to both expand our knowledge of teaching materials as well as understand how student-teachers relate to the tools of their future profession.

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The Role of Effective Mentors in Learning to Teach

Cited by 129 publications

References 13 publications

The perceptions of best mentoring practices in an early literacy intervention project : a case study of nine coaches

The perceptions of best mentoring practices in an early literacy intervention project : a case study of nine coaches

Teaching English language arts methods in the United States: a review of the research

‘It may also be our own fault to think so, to limit them before even trying’: Assuming Learner Limitations during Materials Design in English Language Teacher Education

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